2016-2017
Academic Catalogue
CALENDAR
2016 - 2017
2017 - 2018
Block One
September 5 September 28
Block One
September 4
September 27
Block Two
October 3 October 26
Block Two
October 2
October 25
Block Three
October 31 November 23
Block Three
October 30
November 22
Block Four
November 28 December 21
Block Four
November 27
December 20
Block Five
January 16 February 8
Block Five
January 15
February 7
Block Six
February 13 March 8
Block Six
February 12
March 7
Block Seven
March 20 April 12
Block Seven
March 19
April 11
Block Eight
April 17 May 10
Block Eight
April 16
May 9
Commencement
May 14, 2017
Commencement
May 13, 2018
SPECIAL EVENTS
2016 - 2017
Homecoming/Family Weekend: Friday, October 21Sunday, October 23
Thanksgiving Break: Thursday, November 24 - Sunday, November 27
Winter Break: Saturday, December 22 - Sunday, January 15
Spring Break: Thursdays, March 9 - Sunday, March 19
20172018
Homecoming/Family Weekend: Friday, October 6 – Sunday, October 8
Thanksgiving Break: Thursday, November 23 - Sunday, November 26
Winter Break: Thursday, December 21 - Sunday, January 14
Spring Break: Thursdays, March 8 - Sunday, March 18
Cornell College 2016-17 Academic Catalogue 3
Table of Contents
CALENDAR ................................................................................................................................................. 2
INTRODUCING CORNELL COLLEGE .................................................................................................... 7
Mission ................................................................................................................................................... 7
Core Values ............................................................................................................................................ 7
Educational Priorities at Cornell College ............................................................................................... 8
Accreditation .......................................................................................................................................... 9
National Honor Societies ........................................................................................................................ 9
Associated Colleges of the Midwest (ACM) .......................................................................................... 9
One Course At A Time ......................................................................................................................... 10
Student Status ....................................................................................................................................... 11
Affirmative Action ............................................................................................................................... 11
Notice of Nondiscriminatory Policy ..................................................................................................... 11
Student Consumer Grievance Process .................................................................................................. 11
DEGREE AND PROFESSIONAL PROGRAMS ...................................................................................... 15
General Requirements for Degree Programs ........................................................................................ 15
Bachelor of Arts ................................................................................................................................... 16
Bachelor of Music ................................................................................................................................ 18
Major in Music Performance ................................................................................................................ 19
Major in Music Education (MUE) ...................................................................................................... 19
Bachelor of Special Studies .................................................................................................................. 19
Professional Programs .......................................................................................................................... 22
Degree Programs in Combination with Professional Schools .............................................................. 22
Preparation for a Career in a Professional Field ................................................................................... 24
ACADEMIC INFORMATION .................................................................................................................. 30
Absences ............................................................................................................................................... 30
Academic Honesty ...............................................................................................................................
30
Confidentiality of Student Records ...................................................................................................... 32
Students with Disabilities ..................................................................................................................... 32
Academic Advisor ................................................................................................................................ 33
Registration .......................................................................................................................................... 34
Adjunct Courses ................................................................................................................................... 35
Auditing Courses .................................................................................................................................. 36
Repeating Courses ................................................................................................................................ 36
Two Course Credits in One Block ........................................................................................................ 37
Adding and Dropping Courses ............................................................................................................. 37
Reduced Programs ................................................................................................................................ 39
Cornell College 2016-17 Academic Catalogue 4
Satisfactory Academic Progress (SAP) Policy ..................................................................................... 40
Veterans Administration ....................................................................................................................... 42
Declaration of Degree Candidacy, Majors, and Minors ....................................................................... 42
Assessment of Student Experiences ..................................................................................................... 44
Student Classification and Class Rank ................................................................................................. 44
Credit by Transfer ................................................................................................................................ 45
Institutions and Transcripts .................................................................................................................. 45
Credits .................................................................................................................................................. 45
Grades ................................................................................................................................................... 45
Courses ................................................................................................................................................. 46
Post-Matriculation Transfer Credits ..................................................................................................... 46
Exemption, Advanced Placement, and Credit by Examination ............................................................ 46
Grades ................................................................................................................................................... 48
The Dean's List ..................................................................................................................................... 50
Graduation ............................................................................................................................................ 50
Participating in Commencement as a Non-Graduate ........................................................................... 51
Honors .................................................................................................................................................. 51
Graduation Rate .................................................................................................................................... 52
Transcripts and Verification of Enrollment .......................................................................................... 52
Academic Review: Warning, Probation, and Suspension .................................................................... 52
Warning ................................................................................................................................................ 53
Probation .............................................................................................................................................. 53
Suspension and Probationary Suspension ............................................................................................ 53
Dismissal .............................................................................................................................................. 54
Leave of Absence ................................................................................................................................. 57
Withdrawal from the College ...............................................................................................................
57
Readmission ......................................................................................................................................... 58
COURSES OF INSTRUCTION ................................................................................................................. 59
Archaeology (ARC) ............................................................................................................................. 61
Art and Art History (ART) ................................................................................................................... 62
Biochemistry and Molecular Biology (BMB) ...................................................................................... 69
Biology (BIO) ....................................................................................................................................... 70
Chemistry (CHE) .................................................................................................................................. 75
Civic Engagement Minor (CIV) ........................................................................................................... 78
Classical and Modern Languages ......................................................................................................... 79
Classics (CLA). .................................................................................................................................... 80
Greek (GRE) ......................................................................................................................................... 82
Latin (LAT). ......................................................................................................................................... 83
French (FRE). ....................................................................................................................................... 84
Cornell College 2016-17 Academic Catalogue 5
German Studies (GER) ......................................................................................................................... 88
Japanese (JPN) ..................................................................................................................................... 91
Russian (RUS). ..................................................................................................................................... 91
Spanish (SPA) ...................................................................................................................................... 93
Language and Linguistics (LAL) ......................................................................................................... 97
English as a Second Language (ESL) .................................................................................................. 97
Classical Studies (CLS) ........................................................................................................................ 98
Computer Science (CSC) ..................................................................................................................... 98
Economics and Business (ECB) ......................................................................................................... 102
Education (EDU) ................................................................................................................................ 109
English and Creative Writing (ENG) ................................................................................................. 117
Environmental Studies (ENV) ............................................................................................................ 126
Ethnic Studies (EST) .......................................................................................................................... 129
French (FRE) ...................................................................................................................................... 130
Gender, Sexuality, and Women's Studies (GSS) ................................................................................ 130
Geology (GEO) .................................................................................................................................. 133
German (GER) ................................................................................................................................... 137
History (HIS) ...................................................................................................................................... 137
Interdepartmental Courses (INT) ....................................................................................................... 143
International Relations (IRE) ............................................................................................................. 145
Kinesiology (KIN) .............................................................................................................................. 146
Latin American Studies (LAS) ........................................................................................................... 151
Mathematics (MAT) and Statistics (STA) ......................................................................................... 153
Medieval and Early Modern Studies (MEM) ..................................................................................... 157
Music (MUS) ...................................................................................................................................... 158
Philosophy (PHI) ................................................................................................................................
167
Physics (PHY) and Engineering Sciences (EGR) .............................................................................. 170
Politics (POL) ..................................................................................................................................... 175
Psychology (PSY) .............................................................................................................................. 181
Religion (REL) ................................................................................................................................... 189
Russian Studies (RSS). ....................................................................................................................... 192
Sociology (SOC) .............................................................................................................................. 193
Anthropology (ANT) . ....................................................................................................................... 199
Sociology and Anthropology (SAN) . ............................................................................................... 203
Theatre (THE) ................................................................................................................................... 203
Cornell College 2016-17 Academic Catalogue 6
Topics Courses ................................................................................................................................... 209
ADDITIONAL ACADEMIC PROGRAMS ............................................................................................ 224
All-College Independent Study Courses ............................................................................................ 224
Summer Study .................................................................................................................................... 226
Off-Campus Programs ........................................................................................................................ 227
Cornell Off-Campus Courses ............................................................................................................. 227
Off-Campus Study through Outside Provider .................................................................................... 229
Programs Pre-Approved for Funding ................................................................................................. 230
Other Off-Campus Study/Academic Leave of Absence ..................................................................... 231
Exchange Programs ............................................................................................................................ 232
Cornell-Approved International Off-Campus Programs .................................................................... 232
CEA Affiliation .................................................................................................................................. 233
School for International Training Programs ....................................................................................... 233
Foreign Language Abroad Program ................................................................................................... 234
Cornell-Approved Domestic Off-Campus Programs ......................................................................... 234
Additional College Information ................................................................................................................ 237
College Personnel ............................................................................................................................... 237
Members of the Faculty ...................................................................................................................... 238
Emeriti Faculty ................................................................................................................................... 246
Cornell College 2016-17 Academic Catalogue 7
INTRODUCING CORNELL COLLEGE
Cornell College Mission Statement
Mission
Cornell College offers an innovative and rigorous learning community where faculty and
staff collaborate with students to develop the intellectual curiosity, creativity, and moral
courage necessary for a lifetime of learning and engaged citizenship.
Core Values
A liberal education that celebrates discovery and embraces the integration and
application of knowledge
Intellectual, moral, and personal growth
Civic and social responsibility
The dignity and worth of each individual in a diverse community
Cornell College 2016-17 Academic Catalogue 8
Educational Priorities at Cornell College
The Mission and Core Values guide learning at Cornell College. The College recognizes that
meaningful education occurs in multiple formats and venues, and encompasses a wide variety of
disciplines and learning objectives. As an intentional learning community, the College has
chosen to emphasize the following Educational Priorities and Outcomes for all students. In
order to achieve these Outcomes, the Educational Priorities are embedded in curricular, co-
curricular, independent, and collaborative contexts across the campus. Faculty and staff provide
opportunities for learning in a supportive environment where students ultimately take
responsibility for their own education.
Educational Priorities
Students will…
Knowledge
integrate and apply knowledge from a focused area of study as
well as a broad general education which includes disciplinary
and interdisciplinary perspectives in the arts, humanities,
sciences, and social
sciences.
Inquiry
respond to
the complexities of contemporary and enduring
problems using information literacy tools, research skills,
creative thinking, and analysis.
Reasoning
evaluate evidence; interpret data; and use logical,
mathematical, and statistical problem
-solving tools.
Communication
speak and write clearly, listen and read actively, and engage
with others in productive dialogue.
Intercultural Literacy
connect with diverse ideas and with people whose experie
nces
differ from their own and that may be separated from them by
time, space, or culture.
Ethical Behavior
recognize personal, academic, and professional standards and
act with integrity.
Citizenship
collaborate with others and contribute
in their communities
and the larger world.
Vocation
discover and prepare for the range of opportunities and
challenges that await them beyond their college experience.
Well-Being
respect the ways physical, emotional, spiritual, and intellectual
well
-being may contribute to a balanced life.
Cornell College 2016-17 Academic Catalogue 9
Effective Catalogue
[Note: This Catalogue is accurate as of August 1, 2016.]
The Cornell College Catalogue is published every year. The information contained herein was
accurate at the time of publication; however, circumstances may necessitate the College's
withdrawing an advertised course, changing the content of a course, or substituting instructors.
The College reserves the right to limit the enrollment of any course and to cancel a course for
which fewer than six students have registered or for which no instructor is available.
Between editions, the College may change or revise the programs, rules, and procedures
described in this Catalogue. Students are subject to the regulations and requirements in the
Catalogue and its supplements in effect at the time they begin their first course at Cornell. A
Cornell student who leaves and is later readmitted returns under the Catalogue in effect at the
time of readmission.
If, after a student has begun her or his Cornell career, one or more of the degree requirements
are changed, the student may choose to be graduated under either the original or the revised
requirements, unless specific faculty legislation dictates otherwise. Exceptions may be granted
for compelling reasons by the Academic Standing Committee or by the administrator concerned.
For the application of this "grandparent" principle to a student's major, see Declaration of
Degree Candidacy, Majors and Minors.
The offerings for each academic year are announced the previous winter in the Course Schedule,
which is then updated as often as is necessary.
Accreditation
Cornell College is accredited by the Higher Learning Commission of the
North Central Association of Colleges and Secondary Schools, the Iowa
State Department of Education, the American Chemical Society, and the
University Senate of the United Methodist Church. Cornell is a member of
the College Entrance Examination Board.
National Honor Societies
BETA BETA BETA (Biology), DELTA PHI ALPHA (German), LAMBDA ALPHA (Anthropology),
MORTAR BOARD (Service, Scholarship, and Leadership), OMICRON DELTA EPSILON
(Economics), PHI ALPHA DELTA (Pre-Law), PHI BETA KAPPA (Academic Achievement), PHI
SIGMA TAU (Philosophy), PI DELTA PHI (French), PI KAPPA LAMBDA (Music), PI SIGMA
ALPHA (Political Science), PSI CHI (Psychology), SIGMA DELTA PI (Spanish), SIGMA
GAMMA EPSILON (Geology).
Associated Colleges of the Midwest (ACM)
Cornell and 13 other liberal arts colleges located in Iowa, Colorado, Illinois, Minnesota, and
Wisconsin compose the membership of the Associated Colleges of the Midwest
. The purpose of
the Associated Colleges is to increase educational effectiveness and operating efficiency and to
Cornell College 2016-17 Academic Catalogue 10
extend the areas of cooperation of the constituent colleges through off-campus programs (see
"Off-Campus Programs"). Members are Beloit, Carleton, Coe, Colorado College, Cornell,
Grinnell, Knox, Lake Forest, Lawrence, Luther, Macalester, Monmouth, Ripon, and St. Olaf.
One Course At A Time
The quality and intensity of a Cornell education is supported by the OCAAT calendar, where
students take one course at a time. A general overview of Cornell's One Course At A Time
program follows, with greater details provided in the Academic Information chapter.
1. The academic year, approximately September 1 to mid-May, is divided into eight Blocks,
each of which is three-and-one-half weeks (18 class days) in length. Each Block begins at
9:00 a.m. on the first Monday and concludes at 5:00 p.m. on the fourth Wednesday with the
exception of Block Four, which may be adjusted due to Thanksgiving Break and/or Winter
Break. A four-day break separates each Block, unless there is a winter or spring break. (See
the calendar for exact dates.)
2. Readmitted students may enroll at the start of any of the eight Blocks but should apply at
least one month beforeand earlier if they desire financial aid or on-campus housing. (See
Readmission.)
3. Enrolled students register in the spring for all eight Blocks of the following academic year.
After registration, students may drop and add courses throughout the year. (See
Registration and Adding and Dropping Courses.)
4. Cornell offers three degree programs: Bachelor of Arts (B.A.), Bachelor of Music (B.Mus.),
and Bachelor of Special Studies (B.S.S.), each of which requires a minimum of 31 course
credits. (See Degree Programs.)
5. Progress toward any of Cornell's degrees is measured in Blocks or course credits. One course
credit is given for the successful completion of a Cornell course taken in a Block. Course
credits include Block credits and credits from adjunct courses, music lessons and ensembles,
advanced placement, and transferred work. As a unit of credit, one Cornell Block or "full
course" credit is the equivalent of four semester or six quarter hours. (See Student
Classification and Credit by Transfer.)
6. Full-time students register for eight Blocks in the academic year. Except for seniors, students
may not take vacation Blocks in an academic year without permission of the Academic
Standing Committee. (See Registration.) This paragraph does not apply to Continuing
Education students.
7. The maximum amount of credit that a student may earn in one Block is one "full course"
credit. Conversely, students, with the exception of seniors and candidates for the degree of
Bachelor of Music, are not permitted to enroll for less than a "full course" credit per Block.
Some departments offer concurrent courses, each of which is worth one-half course credit.
Concurrent courses must, therefore, be taken in pairs and within the same department or in
a related field. Exceptions must be approved by the Academic Standing Committee.
8. Students have many opportunities for independent research on or off campus, for
internships, and for study in other countries or in other parts of the United States. Such
programs vary in length from one Block to one year, and some may be arranged for the
summer. (See Registration, and item 10 therein; and also Independent Study Courses and
Off-Campus Programs.)
Cornell College 2016-17 Academic Catalogue 11
9. Adjunct courses (numbered in the 500s) and music lessons, ensembles, and theatre
participation courses (numbered in the 700s) may be taken along with principal courses.
(See Adjunct Courses.)
10. Students declare their choice of degree program and major(s) before December 1 of their
sophomore year. Students may major in one or more departments or design their own
individualized majors. (See Degree Candidacy, Majors and Minors, and Bachelor of Special
Studies.)
11. Unless otherwise noted, Continuing Education students are subject to the academic rules
listed above; however, there are special exceptions that apply to them. (See Continuing
Education.)
Student Status
A person becomes an enrolled student at Cornell College when s/he moves into college housing,
begins college-sponsored activities or on the first day of a course for which s/he is registered,
whichever occurs first. A person ceases to be a student on the last day of the last course for
which s/he is registered, ends involvement with college-sponsored activities or when s/he moves
out of campus housing, whichever occurs later.
Affirmative Action
Cornell College is an affirmative action/equal opportunity employer and is committed to an
Affirmative Action Program. In compliance with federal and state laws, Cornell College affirms
the right of its students, faculty, and staff to live, work, and study in an environment free from
discrimination or harassment on the basis of age, color, disability, gender identity, national
origin, race, religion, creed, sex, sexual orientation, genetic information, pregnancy, or any other
characteristic protected by state, federal, or local law. Neither may applicants for employment
nor enrollment be discriminated against based on the above characteristics.
Notice of Nondiscriminatory Policy
Cornell admits qualified persons - without regard to age, ancestry, color, disability, sex, gender
identity, national origin, race, religion, sexual orientation, or genetic information - to all the
rights, privileges, programs, and activities generally accorded or made available to students at
Cornell. The College does not discriminate in the administration of its educational or admissions
policies, scholarships and loan programs, and athletic and other school-administered programs.
Student Consumer Grievance Process
Beginning July 1, 2011, the U.S. Department of Education regulations to improve the integrity of
programs authorized under Title IV of the Higher Education Act (HEA) as amended (the
“Program Integrity Rule”) took effect. The Program Integrity Rule requires, among other things,
that each college or university authorized to offer postsecondary education in one or more states
ensure access to a complaint (grievance) process that will permit student consumers to address
the following:
1. Alleged violations of state consumer protection laws that include, but are not limited to,
fraud and false advertising;
2. Alleged violations of state laws or rules relating to the licensure of postsecondary
institutions; and
Cornell College 2016-17 Academic Catalogue 12
3. Complaints regarding the quality of education or other State or accreditation
requirements.
Cornell College, as an institution authorized to provide postsecondary education
in the State of Iowa, is committed to full compliance with the Program Integrity
Rule. The College is accredited by the Higher Learning Commission of the North Central
Association of Colleges and Secondary Schools. Information about the College’s
accreditation can be found at the HLC website
.
Cornell College seeks to resolve all student concerns in a timely and effective manner. Students
have the right to file a grievance against Cornell College. Students may file a grievance up to 120
calendar days from the date of the incident. Students may not file anonymously.
A grievance alleges that the College or one of its agents has violated institutional policies,
accreditor policies, federal or state laws, or any other agreements joined by Cornell College.
Grounds for a grievance include failures in the provision of a program of study or related
academic or administrative service, or institutional policies that negatively affect the quality of a
student’s learning opportunities. Grievances fall outside of standard College processes (e.g.,
grade dispute process, conduct appeals, etc.), as outlined in the
Cornell College Academic
Catalogue, The Compass, the Faculty Handbook, or the Employee Handbook, and require that
students have already first exhausted established Cornell College processes and mechanisms to
address their concern.
Grievance Resolution Process
Any student who believes they have been subject to unjust actions or denied of their
rights is expected to make a reasonable effort to resolve the matter before seeking formal
resolution. The student should request a meeting with the parties directly involved,
describing the nature of the grievance and a desirable resolution. Both parties are
encouraged to try to find a reasonable and satisfactory resolution.
The following offices and resources at Cornell College are available to current and
prospective students for the resolving of grievances. These offices provide specific
administrative means to address and resolve most, if not all, of the questions and
concerns students may have.
Registrar’s Office (academic concerns): Becki Elkins, belkins@cornellcollege.edu
,
319-895-4372
Dean of Students (student affairs concerns): Gwen Schimek,
gschimek@cornellcollege.edu
, 319-895-4234
Controller (financial/billing concerns): Maria Beamer,
mbeamer@cornellcollege.edu
, 319-895-4242
Admissions (enrollment concerns): Sharon Grice, sgrice@cornellcollege.edu, 319-
895-4215
If the parties involved in the grievance are unable to find a satisfactory resolution and
further action is deemed appropriate, students must follow the procedures outlined in
the following process:
Cornell College 2016-17 Academic Catalogue 13
1. Students wishing to file a grievance against Cornell College may do so by completing
the online Student Grievance Form. Students can also file a grievance by speaking
with one of the following, designated personnel and completing a Student Grievance
Form:
Academic concerns: Registrar
Student Affairs concerns: Dean of Students
Financial/billing concerns: Controller
Enrollment/Financial Aid concerns: Director of Admission Operations
Students’ confidentiality will be protected within reason, but officials of the College
may require access to students’ educational records in order to fully investigate the
grievance. Students who are initiating a grievance against Cornell College must
authorize release of information necessary to investigate the grievance.
2. The student will receive, within 5 business days, a written response from the
designated personnel relevant to their grievance, including a determination of
whether the issue/incident constitutes a grievance according to Cornell College’s
policy and definition. If the issue/incident submitted does not constitute a grievance
according to Cornell College’s policy and definition, the student will be informed in
writing, and the College process will be considered concluded.
3. If the issue/incident submitted constitutes a grievance, according to Cornell College’s
policy and definition, the designated personnel will meet with the student and any
other relevant parties to discuss the issue/incident which led to the filing of the
grievance. Any meetings pertaining to the investigation of the grievance will be
conducted as quickly as possible and generally will be concluded within 10 business
days of the determination of a grievance.
4. The designated personnel, in consultation with the appropriate Vice President(s),
will identify (an) appropriate resolution(s), generally within 10 business days of the
close of the investigation. The designated personnel will inform the student in
writing of the resolution(s). Decisions regarding resolutions are not subject to
internal appeal.
5. The entire process will generally be concluded within 30 business days of the initial
receipt of the grievance.
6. Students have the right to obtain legal counsel.
Grievances Addressed to External Agencies
If a student believes that the College’s administrative procedures outlined above have not
adequately addressed concerns identified under the Program Integrity Rule, they may
pursue an external process. Students may file a grievance against the College with
relevant state and federal agencies including, but not limited to, the Higher Learning
Commission, the Iowa College Student Aid Commission, the Iowa Attorney General, and
the Office of Civil Rights. Please note that many agencies require students to first
exhaust their college’s grievance procedures before filing a grievance with the agency.
We recommend that students refer to the individual agency’s policies to familiarize
themselves with relevant requirements including filing deadlines and whether they must
first pursue the College’s grievance process.
The available agencies are listed on the following page.
Cornell College 2016-17 Academic Catalogue 14
Higher Learning Commission
(HLC)
230 South LaSalle Street, Suite 7-
500
Chicago, Illinois 60604-1411
Phone: (312) 263.0456
Toll Free: (800) 621.7440
Fax: (312) 263.7462
The HLC of the North Central Association of Colleges and
Schools is an independent body responsible for the
accreditation of programs offered by Cornell College.
Each year, the Commission receives a number of
grievances about institutions from faculty, students, and
other parties. The Commission has established a clear
distinction between individual grievances and grievances
that appear to involve broad institutional practices.
Where a grievance does raise issues regarding the
institution’s ongoing ability to meet the Criteria of
Accreditation, the Commission forwards the grievance to
the institution and requests a formal response.
Grievances may be filed with the Commission at the
above link.
Iowa Department of Justice
Office of the Attorney General
Consumer Protection Division
Hoover State Office Building
1305 E. Walnut Street
Des Moines, Iowa 50319-0106
Phone: (515) 281-5926
Toll Free: 888-777-4590
Email: consumer@iowa.gov
The State of Iowa protects its citizens against consumer
fraud. You may file a written grievance online or
download the file, print it, complete it and mail to the
Attorney General’s Consumer Protection Division.
Iowa College Student Aid
Commission
430 East Grand Ave, FL 3
Des Moines, IA 50309-1920
Phone: (515) 725-3400
Toll-Free: (877) 272-4456
(Information Service Center)
Fax: (515) 725-3401
Iowa College Aid accepts concerns and grievances from
any student attending an Iowa school, regardless of the
student's state of residency, and from an Iowa resident
attending any school, regardless of its location. Iowa
College Aid will review submitted forms and determine
the appropriate course of action. Actions may include, but
are not limited to: contacting the constituent, contacting
the institution in question and/or referral to another
agency. In all cases, the constituent will receive written
response to his or her request and the request from will be
retained for Iowa College Aid's records.
United States Department of
Education
Office for Civil Rights
Regional Office #5 Office
500 West Madison St., Ste. 1475
Chicago, IL 60661
Phone: 312-730-1560
Anyone who believes that an education institution that
receives federal financial assistance has discriminated
against someone on the basis of race, color, national
origin, sex, disability or age, may file a grievance.
Students may also file a grievance with their home state, or the state in which they are
participating in a Cornell College program. A list of links to state processes can be found
in this linked document
.
Non-Retaliation Statement
Retaliation, or attempts to retaliate, against any individual who files a complaint or
grievance is strictly prohibited.
Cornell College 2016-17 Academic Catalogue 15
DEGREE AND PROFESSIONAL PROGRAMS
General Requirements for Degree Programs
The College encourages the creative structuring of a student's educational experiences by
offering a choice of three degree programs within the framework of a liberal education. These
programs, of equal validity and in accord with the aims of the College, are intended to
accommodate each student's abilities, interests, and needs. Programs range from a traditional
curriculum of course requirements, designed to ensure both breadth and depth, to a non-
traditional combination of courses, independent studies, and internships that meet specific
goals. For the Bachelor of Arts and Bachelor of Music degrees, the goals have been set by the
Faculty. The Bachelor of Special Studies permits the student to define her or his own
educational objectives and to select the methods best suited to achieving them. To be eligible to
receive any one of the three degrees described below, students must:
1. be admitted to degree candidacy by the Dean of Admission. All students are admitted to
Cornell as candidates for the degree of Bachelor of Arts and remain B.A. candidates,
regardless of their intention, until they have filed for and been officially granted admission
to another degree program.
2. file an application for graduation no later than October 1 of their senior year for graduation
at the end of Block Four, Block Eight, or August of that academic year and have a conference
with the Registrar. By filing this application for graduation, students formally declare their
desire to be graduated during that academic year and register how they wish their name to
appear on their diploma. Once the student has applied for graduation, an official audit of all
credits earned and in progress will be conducted by the Registrar. The Registrar will inform
the student and her or his academic advisor(s) of the requirements to be completed. No
further check is made by the Registrar until after the start of the student's last Block at
Cornell. The student, therefore, is responsible for fulfilling the conditions stated on the audit
and for consulting the Registrar before changing any of the courses for which he or she was
registered at the time the audit was done. Students who will be off campus during all or part
of their senior year must reconfirm their status and credits with the Registrar at least one
month before Commencement.
3. complete all the requirements for their degree program prior to Commencement, and settle
their financial obligations to the College before the Monday preceding Commencement.
Even though a student may complete the required work immediately following
Commencement or during the succeeding summer, her or his degree will not be conferred
nor a diploma awarded retroactively.
4. earn, at the very least, eight of their final 10 course credits in Blocks taken on the Cornell
College campus from Cornell College faculty members unless granted permission by the
Academic Standing Committee to participate in (1) a Combined Degrees Program, (2) an off-
campus program approved by Cornell, or (3) an off-campus independent study supervised
by a Cornell faculty member. Students who are admitted or readmitted with senior standing
(23 or more course credits) must complete at least eight course credits at Cornell. If they
intend to be graduated in fewer than 10 Blocks, at least six of the eight course credits must
be earned in courses numbered in the 300s or 400s, exclusive of all such courses in English
as a Second Language. (See also Credit by Transfer)
Cornell College 2016-17 Academic Catalogue 16
5. be recommended by formal vote of the Faculty and approved by the Board of Trustees on the
basis of their satisfactory academic achievement and good campus citizenship, in accordance
with the bylaws of the college.
Although it is possible for a student to satisfy the requirements for more than one degree
program, the College will not grant two degrees for programs taken concurrently. A graduate
who returns and completes a minimum of eight course credits beyond whatever number was
accumulated for the first baccalaureate may qualify for a different Cornell degree. For
information on completing an additional major or minor after graduation, see Declaration of
Degree Candidacy.
Bachelor of Arts
Cornell College is committed to sustaining a community devoted to liberal learning and
democratic values. The Bachelor of Arts degree encourages Cornell students to explore liberal
learning as it is practiced in different disciplines. The specific degree requirements follow a
traditional, structured program, designed and approved by the faculty. The degree is best suited
for students who want a broad education, or for those students who have not yet decided on a
specific educational path. For this reason, all students are placed in the B.A. program when they
enter Cornell until they choose another degree program. Also, the B.A. insists that the student
not over-specialize in any one field by requiring that the student complete at least 17 courses
outside of any one specific department.
Bachelor of Arts Requirements for Candidates who will graduate in
2017 or later. (For graduates prior to 2017 please see previous years’
catalogue.)
Overview:
1. Introduction to college-level expectations and the disciplines:
a. A First-year Program that introduces students to college-level
expectations. These courses may focus on a specific discipline, but their
primary purpose is to introduce students to the kinds of questions and
methods they will encounter, and to the skills they will develop, in the next
four years. Both a writing and a First Year Seminar course must be taken in
the first year. These courses do not count toward the distribution
requirements.
b. Distribution requirements that introduce students to the methods and
practices of the arts, natural sciences, social sciences, mathematics,
humanities, and language study. One or two courses cannot give students a
deep appreciation and understanding of any one subject; the college expects
students to use these courses as an opportunity to explore different
disciplines and to develop an understanding of the different approaches to
problem solving and different methods of understanding ourselves and our
world. These courses may count toward major requirements.
2. Study in depth, including at least one major field of study.
The specific degree requirements are:
1. A minimum of 31 course credits. No more than two 100-level courses may be taken in
the senior year without the permission of the Academic Standing Committee. No
Cornell College 2016-17 Academic Catalogue 17
more than four All-College Independent Study course credits (280/380, 289/389,
290/390, 297/397, 299/399) may be counted toward satisfying the minimum credit
requirement for this degree. No more than two full credits in 500-level adjunct
courses may be counted toward satisfying the minimum 31 credits.
2. Of the minimum 31 course credits, at least 17 must be outside of any single
department. Students who exceed 14 credits in one department will be required to
take more than 31 credits to complete their degree in order to have at least 17 credits
outside that department. In the calculation of departmental credits, the following
disciplines, listed for administrative purposes as divisions of single departments, are
reckoned as separate departments: Anthropology, Classics, Communications Studies,
English as a Second Language, Arabic, French, German, Greek, Japanese, Language
and Linguistics, Latin, Russian, Sociology, Spanish, and Theatre.
3. A cumulative grade point average of 2.0 or higher.
4. At least one departmental, interdisciplinary, or individualized major.
5. First-year Program
a. FIRST-YEAR SEMINAR: Enrollment in any course with an "FYS" designation
on the Course Schedule, during the first Block of the first year. Specific goals
for these courses can be found here: http://www.cornellcollege.edu/first-
year-program/first-year-seminar/index.shtml
b. FIRST-YEAR WRITING COURSE: Any course with a "W" designation on the
Course Schedule, taken in the first year. Specific goals for these courses can
be found here:
http://www.cornellcollege.edu/first-year-program/first-year-
writing/learning-outcomes.shtml
6. Distribution Requirements: The following general education requirements: [Courses
in this Catalogue that satisfy, wholly or partially, general education requirements are
identified by a parenthesis near the end of the course description, e.g., (Humanities)
or (Social Science). Courses not so marked do not meet these requirements even
though there may be other courses in the same department that do.]
a. FINE ARTS: One course (or the equivalent in half or quarter credits) chosen
from the disciplines of Art, English, Music, Dance, and Theatre.
b. HUMANITIES: Two courses chosen from two of the following disciplines:
English, Foreign Language, History, Philosophy, Religion, Art History, Music,
Theatre, or Education.
c. SOCIAL SCIENCE: One chosen from one of the following disciplines:
Anthropology, Economics and Business, Education, Kinesiology, Politics,
Psychology, or Sociology.
d. NATURAL SCIENCE: One course marked L or N chosen from one of the
following departments: Biology, Chemistry, Computer Science,
Environmental Studies, Geology, Kinesiology, or Physics.
e. MATHEMATICS: One course chosen from the disciplines of Mathematics,
Statistics, or Computer Science.
f. FOREIGN LANGUAGE: Credit for one of the following: (1) French, German,
Greek, Japanese, Latin, Russian, or Spanish 103; (2) one course above 103 in
the target language if students test above 103 through an examination
administered online prior to New Student Orientation; international students
whose native language is other than English satisfy this requirement through
completion of or exemption from the English as a Second Language program.
Cornell College 2016-17 Academic Catalogue 18
Bachelor of Music
Cornell offers two majors leading to the degree of Bachelor of Music: a major in Performance
and a major in Music Education. The first is designed to emphasize the study of music
performance within the framework of the liberal arts and is the first step in the extensive
professional preparation in performance that leads to a concert career or to teaching applied
music in a college, university, conservatory, or private studio. The second generally leads to the
profession of pre-collegiate school music teaching. For students interested in fields such as
music therapy, music ministry, or community music, a major in Music Education is strongly
recommended by some graduate schools and required by others. Students interested in
pursuing a Bachelor of Arts in Music will find these requirements listed under “Music,” in the
Courses of Study.
General Requirements for the Bachelor of Music Degree
1. A minimum of 31 course credits. No more than two 100-level courses may be taken in
the senior year without the permission of the Academic Standing Committee. No
more than four All-College Independent Study course credits (280/380, 289/389,
290/390, 297/397, 299/399) may be counted toward satisfying the minimum credit
requirement for this degree. No more than two full credit in 500-level adjunct
courses may be counted toward satisfying the minimum 31 credits.
2. A cumulative grade point average of 2.0 or higher.
3. A minimum of 10 courses from outside the music department, to include a writing-
designated course (W) and three humanities courses (not counting the W course)
from at least two of the following groupings: (1) English and Foreign Language; (2)
History; (3) Philosophy; (4) Religion; (5) Art or Theatre; and (6) Education.
4. Music Theory: MUS 110, 210, 310, and 343.
5. Music History: MUS 321, 322, and 323.
6. One elective course credit in music history or theory, selected from MUS 213-275,
315, or 348-366 or 370.
7. Receive a passing grade (P) in MUS 701 for a minimum of five semesters (see "Music
Performance Seminar").
8. A grade of "Pass" on all parts of the Piano Proficiency Requirement. All majors are
required to pass the Piano Proficiency Requirement by the end of the sophomore
year. Music Education majors must pass the Piano Proficiency Requirement before
application for Student Teaching placement.
9. A grade of “Pass” on all parts of the Aural Skills Proficiency Requirement (four
levels).
10. At least one music ensemble each semester for eight semesters, as arranged by the
student, the faculty advisor, and the ensemble conductor (see "Ensemble
Participation").
11. Completion of a senior capstone experience. There are three categories from which to
choose: recital (MUS 798 or 799); student teaching; and paper/project (MUS 485).
Students may choose more than one of these options. Students who plan to complete
MUS 485 as their capstone must submit a description of the proposed project for
departmental approval by October 1 of their senior year.
Cornell College 2016-17 Academic Catalogue 19
One of the following majors:
Major in Music Performance - Students who intend to major in Performance
must audition before the Department of Music by the second semester of their
sophomore year.
a. Four course credits in a primary performance medium, either voice or a keyboard,
string, percussion, or wind instrument.
b. One course credit in piano, or another secondary performance medium selected in
consultation with the department.
c. MUS 302 or 304; and 306; 207 and 308 for voice majors; 303 for organ majors; or
307 for piano majors.
d. MUS798 (junior year) and 799 (senior year).
e. ARA, FRE, GER, GRE, JPN, LAT, RUS, SPA 205 or equivalent.
Major in Music Education (MUE)
a. Three course credits in a primary performance medium, either voice or a keyboard,
string, percussion, or wind instrument.
b. One-and-one-half course credits in secondary performance media, to include MUS
703, 704, 705, 706, and 708 or 774. The remaining 1/4 credit may be fulfilled by
repeating one of these courses, or (with the approval of the department) by
taking MUS 761.
c. The following courses, according to emphasis within the major:
i. General Music Education: MUS 207 and 308.
ii. Instrumental Music Education: at least one semester of MUS 712.
iii. Vocal Music Education: MUS 207 and 308.
d. MUS 306, 331, and 431.
e. In addition to the foregoing requirements, prospective teachers must also apply for
admission to the Teacher Education Program (preferably at the start of their
sophomore year) and complete coursework for elementary certification and /or
secondary certification as described under Education. Prospective teachers should
request a current list of the specific course requirements from the Education Office.
Bachelor of Special Studies
The Bachelor of Special Studies degree offers Cornell students the opportunity to design their
own liberal arts degree program in order to meet their particular educational goals. This
opportunity permits students to combine courses in an individualized fashion and to broaden or
deepen their studies beyond the traditional framework of the Bachelor of Arts. Accordingly, the
B.S.S. has no general education requirements and no restrictions as to either the number of
courses that may be taken in any one department or the level of such courses, or even that a
student complete traditional course work. Moreover, while students pursuing a B.S.S. degree
may complete one or more departmental, interdisciplinary, or individualized majors, they are
not required to complete an academic major.
The particular requirements for the Bachelor of Special Studies degree are:
complete a minimum of 31 course credits;
achieve a cumulative grade point average of 2.0 or higher;
Cornell College 2016-17 Academic Catalogue 20
file for candidacy by submitting the Prospectus at any time after October 1 of the sophomore
year; and
complete a minimum of 12 course credits after the Prospectus is approved. (Transfer
students admitted with senior standing must complete a minimum of six course credits.)
The Bachelor of Special Studies degree is defined by the Prospectus, a detailed plan outlining the
student's B.S.S. degree program. The Prospectus incorporates a narrative description of the
program and a chronology of courses that will be taken by the student to fulfill the goals
outlined in the narrative description. The Prospectus is to be written by the student, reviewed
and signed by a faculty committee composed of a primary advisor and two readers, and filed
with the Registrar, who verifies that it is complete and that it meets current academic
regulations as set forth by the Faculty. The signed Prospectus is considered an agreement
between the student and the College.
Course changes that involve substitution of courses accomplishing the same goals as courses
originally projected require only an add/drop form. However, significant deviations from the
program outlined in the Prospectus must be justified in a letter to the Registrar written by the
student and approved by the student's B.S.S. faculty committee before the student may change
the agreement. Significant deviations would include:
a shift in emphasis or direction of the program of study;
the addition or deletion of a major or minor;
a decrease in the ratio of upper-level to lower-level courses; or
the substitution of three or more independent studies or internships for scheduled courses.
If you have questions concerning the Bachelor of Special Studies degree, please contact the
Registrar or your academic advisor.
Instructions and General Information for Students Contemplating
the Bachelor of Special Studies
1. Obtain a copy of the guidelines for the Narrative and the Chronology at the end of
your first or the beginning of your second year (available in the Registrar's Office and
on the web site at http://www.cornellcollege.edu/registrar)
.
2. Discuss your proposed B.S.S. program with your advisor or one or more members of
the faculty.
3. Choose a committee of three faculty members including a primary advisor who will
help you create your B.S.S. program and two faculty readers who, along with your
primary advisor, will review and sign your Prospectus. The primary advisor and
faculty readers must either be members of the full-time teaching faculty or part-time
members who have been selected by the Department or Program to advise B.S.S.
students. Some departments may choose certain members to advise all of their B.S.S.
students. If you declare one or more majors, your primary advisor must be a member
of a department in which you will have a major.
4. In conjunction with your primary advisor, begin planning your B.S.S. program prior
to registering for your junior year. Write a 500-1,000 word Narrative and complete
the Chronology. Rewrite until your primary advisor gives initial approval to your
Prospectus.
5. Circulate your Prospectus to two faculty readers and schedule a group meeting with
your primary advisor and your two faculty readers. After this review, your faculty
Cornell College 2016-17 Academic Catalogue 21
committee may either approve and sign your Prospectus, or suggest revisions to
strengthen it. If revisions are suggested, rewrite and re-circulate the revised
document to each of your three committee members for their approval. Once
approved, the Prospectus must be signed by each member of the faculty committee
and filed with the Registrar, who will verify that it is complete and meets current
academic regulations as set forth by the Faculty.
Your faculty committee will evaluate the Prospectus according to these criteria:
o Is it technically well-written (grammar, spelling, organization)?
o Is it conceptually well-written (articulation of program clear, goals achievable,
means reasonable)?
o Is the Chronology consistent with the Narrative?
o Is the plan consistent with the educational priorities of the College?
o Are the activities outside the classroom, in BSS 690 Blocks or other experiences,
consistent with the Narrative and the Chronology?
6. File your Prospectus with the Registrar any time after October 1 of your sophomore
year. If it is complete and found to conform to current academic regulations, the
Registrar will notify you of its approval. The Prospectus will become part of your
permanent file at the College.
7. You must obtain the written permission of your faculty committee for any significant
changes from the Prospectus before effecting such changes. If in doubt as to whether
the changes are significant, consult your primary advisor or the Registrar. Further
details can be found in the BSS Preparation and Submission Checklist on the
Registrar’s website- http://www.cornellcollege.edu/registrar/pdf/bss-form.pdf
.
8. In the fall of the student's senior year, the Registrar will review each candidate's
B.S.S. program to determine whether the student has registered for the same or
similar courses as are listed on the Chronology of Courses included in the student's
Prospectus. (This review occurs during the senior conference, described in the
Catalogue section on Degree Programs.) A student who has made significant
deviations from the B.S.S. Prospectus without prior written approval of the faculty
committee will not be awarded the B.S.S. degree.
Cornell College 2016-17 Academic Catalogue 22
Professional Programs
Degree Programs in Combination with Professional Schools
Students who can obtain admission to a professional school at the end of their junior
year may petition the Academic Standing Committee to permit them to transfer up to
eight course credits from the professional school to complete their Cornell degree.
Admission to the professional school is not guaranteed by Cornell but is subject in all
cases to the university's acceptance of the student. Students normally apply on their own
to the professional school of their choice (subject to the approval of the program by
Cornell's Academic Standing Committee) or they may select one of the programs
described below with which Cornell is formally affiliated. All such programs permit
students to reduce by at least one year the time required to earn their first professional
degree.
Before beginning the professional program, the student must complete 24 course credits
(of which at least 16 must be Block credits earned at Cornell) with a cumulative Cornell
grade point average of 3.0 or higher. Candidates for the B.A. degree must also complete
each of the following prior to matriculation to the professional program: First-year
Program, Distribution Requirements. B.A. candidates must also complete a major. With
departmental approval, B.A. candidates may complete their Cornell major at the
professional school.
Cornell permits students to receive their Cornell degree at the end of their first year in
professional school if they (1) notify the Cornell Registrar by March 1 of their desire to be
graduated at the end of that academic year, and (2) provide the Cornell Registrar by the
Thursday before Commencement with proof that they have successfully completed the
requisite number of transferable credits, satisfied the requirements for their Cornell
major, and are eligible to return to the professional school for the following year. Only
courses graded C or higher are transferable.
Cornell currently has arrangements in these professional fields: environmental
management, forestry, law, medical technology, and dentistry. For specific information
and forms consult the program advisor or the Registrar.
Combined Degrees Program in Forestry and Environmental
Management
Cornell students in this Three-Two Program earn a Bachelor’s degree from Cornell
College and a master's degree from Duke University in Durham, North Carolina, in
either Forestry (M.F.) or Environmental Management (M.E.M.) after completing three
years of study at Cornell and a minimum of two years of graduate work at Duke.
Students should select a major in the natural or social sciences, economics and business,
or environmental studies, and include courses in botany, calculus, statistics, and
economics. Candidates for this program must also satisfy the requirements set forth
above under "Degree Programs in Combination with Professional Schools."
The Master of Forestry degree program concentrates on forest and associated resources,
including woodlands, water, wildlife, and recreation, and their management from an
ecological and economic point of view. Graduates are qualified for employment as
Cornell College 2016-17 Academic Catalogue 23
professional foresters with government agencies, forest industries, and other
organizations.
The Master of Environmental Management degree program considers natural resources
in a broader context. The basic objective of this degree is to develop expertise in planning
and administering the management of the natural environment for maximum human
benefit with minimum deterioration of ecosystem stability. Concentrations include
resource ecology, ecotoxicology and environmental chemistry, water and air resources,
and resource economics and policy. Program Advisor: S. Andy McCollum
Cooperative Program in Medical Technology
In cooperation with the St. Luke's Methodist Hospital School of Medical Laboratory
Science in Cedar Rapids, Iowa, Cornell offers a four-year program leading to a bachelor’s
degree and to registration as a medical laboratory scientist/medical technologist. The
first three years of this program are taken in residence at Cornell College, where
candidates must complete 24 course credits with a minimum cumulative 2.5 grade point
average in all science courses and a cumulative grade point average of 2.5 or higher. The
minimum requirements for admission to the program are BIO 141 (Foundations:
Cellular Biology), 142 (Foundations: Organismal Biology), 205 (Cell and Molecular
Biology), 315 (Genetics), 326 (Microbiology), and 329 or 330 (Human Anatomy and
Physiology I or II); CHE 121 and 122 (Chemical Principles I and II), 202 (Analytical
Chemistry) and 225 (Organic Chemistry I); and MAT 110 (Great Mathematical Ideas) or
STA 201 (Statistical Methods I). The fourth year is a full calendar year (12 months) and is
spent at St. Luke's Hospital under the supervision of the staff pathologist. Admission to
the St. Luke's program is not automatic but is competitive and based upon grade point
average, the recommendation of the program advisor, and the approval of the
Admissions Committee of St. Luke's.
The St. Luke's Hospital Medical Technology Program is approved by the Registry of
Medical Technologists of the American Society of Clinical Pathologists, which is affiliated
with the American Medical Association. Candidates completing the program are
examined by the ASCP for registry and, if approved, may practice in most states in the
United States.
The curriculum in Medical Technology consists of one hour of lecture and seven hours of
practical experience per day in the following laboratory departments: urinalysis,
bacteriology, mycology, virology, parasitology, histology-cytology, chemistry, isotopes,
hematology, coagulation, serology, blood bank, and laboratory management. Upon the
completion of these courses with a grade point average of 2.0 or higher, the candidate
will be granted four course credits in biology, three course credits in chemistry, and one
unassigned credit. Program Advisor: Barbara Christie-Pope
Deferred Admit Program in Dentistry
The University of Iowa College of Dentistry's Deferred Admit Program (DAP) is open to
residents of the state of Iowa. Academically motivated students interested in pursuing a
D.D.S. may be admitted to the DAP as early as the end of the first year of their
undergraduate education.
Cornell College 2016-17 Academic Catalogue 24
Although an undergraduate degree is not required for admission, students admitted
through DAP must complete the equivalent number of hours required for a degree at
their institution prior to enrollment in the College of Dentistry. In 2009, nearly 99
percent of the college's first-year dentistry students had a bachelor's degree.
Students selected for the DAP must have and maintain a 3.6 overall grade point average
and a 3.50 science grade point average. You may complete the DAP application any time
after you complete a minimum of two full-time semesters at an accredited four-year
institution. The DAP application deadline is November 1, at least two years prior to your
anticipated enrollment. The Dental Admissions Test (DAT) must be taken by August
prior to the year of your anticipated enrollment in the College of Dentistry, and scores on
each section of the DAT must be at the national average (17) or above. The application
for the DAP is available online at http://grad.admissions.uiowa.edu/academics/dds-
deferred-admit-program-dap.
At Cornell the essential minimum preparation consists of the following courses: BIO 141
and 142 (Foundations: Cellular Biology and Foundations: Organismal Biology), 205 (Cell
and Molecular Biology); CHE 121 and 122 (Chemical Principles I and II) or 161
(Accelerated General Chemistry), 225, 326, and 327 (Organic Chemistry I, II, and
Laboratory) 334 (Biochemistry); either PHY 141, 142, and 263 (Introductory Physics I,
II, and Laboratory) or 161, 162, and 263 (General Physics I, II, and Laboratory); and STA
201 (Statistical Methods I). Other relevant courses are BIO 313 (Developmental Biology),
315 (Genetics), 326 (Microbiology), 327 (Immunology), 328 (Neurobiology), 329 and
330 (Human Anatomy and Physiology I and II). A well-rounded background in the social
sciences; philosophy; psychology; history; foreign languages; business and accounting;
and mathematics is also recommended. Program Advisor: Craig Tepper
Preparation for a Career in a Professional Field
Architecture
Cornell offers a pre-professional advising program to assist students who want to enjoy
the benefits of a liberal arts curriculum while preparing for a specific profession in
architecture. Our students have had success pursuing advanced degrees in architecture
at places such as Washington University, the University of Colorado, Iowa State
University, and Penn State University. Students should complete a series of set courses
and work on preparing a strong portfolio of studio work with an artistic statement.
Although students can choose any major, there is a recommended series of courses that
must be completed in addition to the general education requirements. These
recommendations include: two courses in General Physics (course requires a background
in Calculus), two courses in the history of Western Civilization, six studio art courses
(consider three-dimensional areas such as ceramics or sculpture), and one art history or
history course that addresses architecture as a focus of study from the following: ART
251 (Greek and Hellenistic Art), ART 252 (Etruscan and Roman Art), ART 256 (Italian
Renaissance Art), ART 257 (Medusa’s Gaze), ART 364 (Rome Reborn) and HIS 369
(Chicago).
Cornell College 2016-17 Academic Catalogue 25
Cornell College has participated in the cooperative program with Washington University
in the past. This program allows a student to complete three years of study here at
Cornell and transfer their fourth undergraduate-year back from Washington University.
Participating in Washington University’s architecture undergraduate track will require
most students to develop their own individualized major. At this point, a student may
matriculate into the March program at Washington University. The cooperative
program route involves 3 years at Cornell and approximately 4 ½ years at Washington
University.
There are exceptions to the list of courses appropriate for pre-architecture that require
consultation with the faculty. Students should contact the program advisor early in their
college career. Advisor: Christina Penn-Goetsch
Education
To prepare for a career as a teacher at the K-12 level, see the statements given under the
Departments of Education, Music, or Kinesiology, and consult with that department
before December 1 of your sophomore year. For a career in higher education, consult the
faculty members in the field of your interest about the proper preparation, about your
choice of graduate school, and about the joys and trials of earning a Ph.D. Notice also
that several departments, under the description of their major, list additional courses to
be taken for students interested in graduate work. Education Advisor: Jill Heinrich
Engineering
Students at Cornell have several options by which to prepare for a career in
engineering. The primary option is to complete a degree in Engineering Sciences at
Cornell. This degree requires 16 course credits, 8 of which are math and science courses
and 8 of which are engineering courses. This degree prepares students for work in
engineering fields and for engineering graduate school. For more information, consult
the Engineering Sciences advisor: Brian Johns.
Another option is for students to earn both a B.A. from Cornell College and a B.S.E. from
a university which offers more specialized engineering degrees. Students may enter the
engineering school after three years at Cornell and then complete requirements for an
engineering degree at the engineering school, which usually requires an additional two
years at the engineering school. To receive the B.A. from Cornell, students must satisfy
all degree requirements at Cornell, including completion of a major. Course and credit
requirements can be satisfied by transferring credits from the engineering school to
Cornell. (See Combined Degrees Program in Engineering.) Some students may prefer to
complete their degree in four years at Cornell and then spend two years at an
engineering school to obtain the Bachelor of Science in Engineering.
Although requirements at engineering schools may vary, the Engineering Sciences major
provides an excellent preparation for the Combined Degree program. Other majors are
possible, and preparation for further work in engineering should include:
MAT 121 (Calculus of a Single Variable), MAT 122 (Calculus of Several Variables), MAT
221 (Linear Algebra), and MAT 236 (Differential Equations); PHY 161, PHY 162,
and PHY 263 (General Physics I, II, and Laboratory); CHE 121 and CHE 122 (Chemical
Principles I and II) or CHE 161 (Accelerated General Chemistry); and
Cornell College 2016-17 Academic Catalogue 26
CSC 140 (Foundations of Computer Science). We also recommend: EGR 131
(Introduction to Engineering Design), EGR 231 (Engineering Mechanics), EGR 271
(Engineering Thermodynamics), and EGR 311 (Engineering Circuits). Those planning to
specialize in chemical engineering should also take CHE 225, CHE 326, and CHE
327 (Organic Chemistry I, II, and Laboratory).
The best option for a particular student depends on the intended field of engineering and
on whether or not the student plans to obtain a professional engineering license. For this
reason, students should consult with the Engineering Sciences advisor or the pre-
engineering advisor during their first year of study at Cornell. Pre-engineering
Advisor: Brian Johns
Law
According to the Law School Admission Council,
A college education should stand on its own merits as preparation for a lifetime of
active involvement in a diverse and changing society. Admission committees are
usually impressed by applicants who can convincingly demonstrate that they've
challenged their thinking and reasoning skills in a diverse course of
undergraduate study. While no single curricular path is the ideal preparation for
law school, you should choose courses that sharpen analytical reasoning and
writing skills. Law schools prefer students who can think, read, and write well,
and who have some understanding of what shapes human experience. You can
acquire these attributes in any number of college courses, whether in humanities,
the social sciences, philosophy, or the natural sciences. It's not so much a matter
of what you study as it is a matter of selecting courses that interest you, challenge
you, and require you to use researching and writing skills. Because a lawyer's
work involves most aspects of our complex society, a broad liberal arts
curriculum is the preferred preparation for law school.
High academic standards are important when selecting your undergraduate
courses. The range of acceptable majors is broad; the quality of the education you
receive is most important. You should acquire skills that enable you to think
critically, reason logically, and speak and write effectively. Undergraduate
programs should reveal your capacity to perform well at an academically rigorous
level. An undergraduate career that is narrow, unchallenging, or vocationally-
oriented is not the best preparation for law school.
Additional information about Cornell's Center for Law and Society, Mock Trial, Phi
Alpha Delta and preparation for law school may be found on the Cornell College
Law and
Society website.
Consistent with the best advice of law schools themselves, Cornell College has no formal
"pre-law major" and no specific list of recommended courses. Rather we have pre-law
advisors who can help you plan a curriculum to meet your personal needs while
maximizing your chances of admission to law school. If you are considering a legal
career, you should consult regularly with a pre-law advisor about your course of study.
Cornell College 2016-17 Academic Catalogue 27
Several departments offer courses specifically concerned with the law and legal issues.
Among them are ECB 255 (Antitrust Policy and Government Regulation); HIS 351 (The
Age of Revolution in America); PHI 353 (Philosophy of Law); POL 122 (Foundations of
the First Amendment), POL 172 (American Politics), POL 325 (Anglo-American
Constitutional Thought), POL 332 (Human Rights), POL 333 (International
Organizations), POL 361 (Race, Sex, and the Constitution), POL 364 (Congress and the
Presidency), POL 365 (Constitutional Law: The American System), POL 366
(Constitutional Law: Rights and Liberties), and POL 561 (Mock Trial); and SOC 248
(Contemporary Native Americans), SOC 348 (Race and Ethnic Relations), and SOC 376
(Civil Rights and Western Racism).
Prospective law students are encouraged to take the Law School Admission Test (LSAT)
no later than October of the year preceding their anticipated matriculation in law school.
The LSAT contains sections on reading comprehension, analytical reasoning (structure
of relationships), and logical reasoning (verbal arguments). Application materials and
advice on preparation are available from the pre-law advisors: Craig Allin, M. Philip
Lucas, Genevieve Migely, Mary Olson, and Rob Sutherland.
Medicine
The requirements for admission to medical school (including osteopathy, podiatry, and
veterinary medicine) and the courses which are prerequisites for the Medical College
Admission Test (MCAT) are more or less the same. The MCAT is based upon a core of
work in the sciences which should be completed before attempting the test. Consult the
Dimensions web site located at http://cornellcollege.edu/dimensions/, or consult the
pre-med advisors (Barbara Christie-Pope and Craig Tepper) for further information.
At Cornell the essential minimum preparation consists of the following courses: BIO 141
and 142 (Foundations: Cellular Biology and Foundations: Organismal Biology), BIO 205
(Cell and Molecular Biology); CHE 121 and CHE 122 (Chemical Principles I and II) or
CHE 161 (Accelerated General Chemistry), CHE 225, CHE 326, and CHE 327 (Organic
Chemistry I, II, and Laboratory);STA 201 (Statistical Methods I); and either PHY 141,
PHY 142, and PHY 263 (Introductory Physics I, II, and Laboratory) or PHY 161, PHY
162, and PHY 263 (General Physics I, II, and Laboratory). Other relevant courses are
BIO 211 (Evolution), BIO 313 (Developmental Biology), BIO 315 (Genetics), BIO 326
(Microbiology), BIO 327 (Immunology), BIO 328 (Neurobiology), BIO 329 and BIO 330
(Human Anatomy and Physiology I and II); CHE 334 (Biochemistry); and INT 121
(Communication in Education), found under "Interdepartmental".
Physical Therapy
Cornell offers a pre-professional advising program to assist students who want to enjoy
the benefits of a liberal arts curriculum while preparing for admission to graduate school
in the field of Physical Therapy. After receiving a degree from Cornell, students may
enter a Doctor of Physical Therapy (DPT) program. Cornell can help you to be a
competitive candidate and succeed in PT school. The general coursework prerequisites
for physical therapy programs are similar to other pre-health programs with a greater
emphasis in human anatomy and physiology. The GRE (Graduate Record Examination),
as well as clinical experience are both required for acceptance into these
Cornell College 2016-17 Academic Catalogue 28
programs. Many Cornell students interested in physical therapy double major
in Kinesiology and Psychology or Biology and Psychology.
In general, Doctor of Physical Therapy (DPT) programs require the following coursework
from Cornell students: BIO 141 and BIO 142 (Foundations: Organismal Biology and
Foundations: Cellular Biology); BIO 329 and BIO 330 (Anatomy and Physiology I & 2);
CHEM 121 and CHEM 122 (Chemical Principals I and Chemical Principals II) or CHEM
161 (Accelerated General Chemistry); STA 201 (statistical Methods I); PHY 141, PHY 142,
PHY 263 (Introductory Physics I & II and Laboratory Physics); PSY 161 (Fundamentals
of Psychological Science) and PSY 318 (Abnormal Psychology). KIN 207 and KIN 309
(Systems Physiology and Anatomy of Human Movement) are strongly
recommended. Some graduate programs may require math and social science courses
not listed above. The Physical Therapy Centralized Application Service (PTCAS) is a
resource for identifying these possible requirements.
Additional information regarding preparation for entrance into a Physical Therapy
program can be found on the Dimensions website
or by consulting the Pre-Physical
Therapy advisor, Kristi Meyer, DPT.
Social Work/Human Services
Although graduate programs in Social Work/Human Services generally accept any
major, students preparing for direct entry into these fields should consider majoring in
one or more of the following: Sociology, Psychology, or an individualized major designed
around some particular area (childhood, family, delinquency, etc.).
Students preparing for either graduate training or direct employment should include in
their programs these core courses: ECB 101 (Macroeconomics); PSY 161 (Fundamentals
of Psychological Science); SOC 101 (Sociological Perspectives); POL 172 (American
Politics); and one course in recent American history.
Students are strongly urged to acquire experience in social work or human services as
volunteers or interns. It is possible to earn credit for this kind of experience during the
academic year through PSY or SOC 280/380, and in the summer through PSY or SOC
299/399.
Theology/Ordained Ministry
Most religious groups and denominations require a graduate professional degree from
an accredited seminary or divinity school for entrance into the ordained ministry. The
American Association of Theological Schools encourages prospective candidates to
present a wide variety of courses in humanities, social sciences, language, and natural
sciences which reflects a broad appreciation for the human community. There is no
prescribed pre-theological curriculum, but students moving toward ordained ministry
will find that courses in English, History, Philosophy, Psychology, Religion, and
Sociology provide solid background for graduate courses related to ministry. Some
students create their own individualized majors combining work in several departments,
capped by an internship. Students considering ordained ministry should contact the
offices of their tradition to secure any special recommendations for their course of study,
and the steps to follow in order to be recognized as a candidate for ordination.
Cornell College 2016-17 Academic Catalogue 29
Most seminaries and divinity schools expect that applicants for the Master of Divinity
degree are connected with a specific denomination. It is the candidate's religious
tradition, not a school's affiliation, that confers ordination after completion of the
degree. Therefore, students are encouraged to maintain their religious life while
attending Cornell and may do so by volunteer service in area congregations, campus
religious programs, summer opportunities for service and/or credit internships arranged
by the Chaplain and the Department of Religion. The Chaplain of the College maintains
active relationships with many theological schools and arranges for students to speak
with representatives who come to campus. The Chaplain is available for discussions
concerning the many dimensions of ministry and to assist students seeking admission to
graduate theological schools. The Department of Religion also supports and advises
students preparing for theological education.
Cornell College 2016-17 Academic Catalogue 30
ACADEMIC INFORMATION
Absences
Policies on class attendance are the responsibility of individual professors. Faculty are
encouraged, however, to accommodate students who participate in a college-sponsored trip,
encounter an emergency situation (student illness or family death), or participate in religious
observances.
Student Health Services or other health professionals will issue verifications of absence for
sufficient medical reasons. Students who know that they will be absent should notify their
instructors in advance. Those who are unable to do so because of illness or personal or family
crisis should notify their instructors as soon as possible. Instructors will decide on the basis of
their explanations whether or not to accommodate them and in what way.
Students who participate in College-sponsored trips or will be absent due to religious
observances are expected to secure the permission of their course instructors in advance of their
absence and to arrange with their instructors to make up the work they will miss. Students who
fail to make arrangements with their instructors in advance are subject to whatever penalties the
instructors would normally impose for unexcused absences. In case of doubt as to a student's
participation in the trip, the instructor may consult the college sponsor.
Academic Honesty
Cornell College expects all members of the Cornell community to act with academic integrity. An
important aspect of academic integrity is respecting the work of others. A student is expected to
explicitly acknowledge ideas, claims, observations, or data of others, unless generally known.
When a piece of work is submitted for credit, a student is asserting that the submission is her or
his work unless there is a citation of a specific source. If there is no appropriate acknowledgment
of sources, whether intended or not, this may constitute a violation of the College's requirement
for honesty in academic work and may be treated as a case of academic dishonesty.
The College considers Cornell students to be responsible persons whose maturity will develop in
a community that encourages free inquiry. The College expects the highest degree of personal
integrity in all relationships. Any form of dishonesty is a violation of this spirit and of College
rules.
A student is expected to explicitly acknowledge ideas, claims, observations, or data of others,
unless generally known. When a piece of work is submitted for credit, a student is asserting that
the submission is her or his work unless there is a citation of a specific source. If there is no
appropriate acknowledgement of sources, whether intended or not, this may constitute a
violation of the College's requirement for honesty in academic work and may be treated as a case
of academic dishonesty.
Dishonesty in academic work includes both cheating and plagiarism.
Cheating refers to the use of unauthorized sources of information on examinations or any
attempt by students to deceive the evaluator of an examination, paper, or project.
Cornell College 2016-17 Academic Catalogue 31
Plagiarism is the act of taking the work of another and presenting it as one's own, without
acknowledgement of the original source.
There is not one set of rules for the acknowledgement of sources that is appropriate across all
disciplines. For this reason, students are always encouraged to consult their professors and
guidelines included in their syllabi. However, in general the appropriate acknowledgement of
sources involves meeting the following requirements:
Quotations and Paraphrasing
All direct quotations, even if mingled with original words and ideas, must be placed within
quotation marks and accompanied by a specific citation for the source of the quotation. Unless
the information is generally known, all phrases that are not original to the author - even two or
three words - must be placed in quotation marks and cited. If an existing idea is used but
paraphrased or summarized, both the original author's words and sentence structure must be
changed and a specific citation for the source must still be made. It is always the responsibility
of the student to provide precise sources for all ideas, information, or data he or she has
borrowed or adapted. Simply listing sources in a bibliography is not sufficient. Students who use
information from the World Wide Web are expected to follow these same guidelines for the
citation of sources.
Failure to cite sources properly constitutes academic dishonesty, whether the omission is
intentional or not.
Ideas and Data
All students are required to acknowledge the ideas of others. Every student is expected to do her
or his own work in the completion of an assignment or an examination unless either (a) the
sources for these ideas are explicitly cited, or (b) the instructor explicitly allows such
collaboration. In addition, a person giving unauthorized assistance to another on an
examination is just as guilty of cheating as the person who accepts or solicits such aid.
Submitting revisions of academic work previously submitted, either in the current course or in
previous courses, qualifies as academic dishonesty unless the student obtains the explicit
permission of all of the instructors involved.
All data sources must be cited accurately. It is dishonest to fabricate or alter research data
included in laboratory reports, projects, or other assignments.
A safe guide is to provide a full citation for every source consulted. Sources may include, but are
not limited to, published books, articles, reviews, Internet sites, archival material, visual images,
oral presentations, or personal correspondence. In addition, students should always keep
previous drafts of their work in order to provide documentation of their original work. Finally,
due to disciplinary differences, students should consult their professor, a librarian, and/or the
Center for Teaching and Learning for specific instructions on properly providing citations for
sources.
Procedures for Dealing with Dishonesty in Academic Work
If an instructor judges that a student has violated the College's policies on academic honesty, the
student may be charged with academic dishonesty and assigned an F either for the particular
examination, paper, report, or project, or for the course. The instructor shall notify the student
in writing of the charge and the penalty and shall include a statement of the circumstances
Cornell College 2016-17 Academic Catalogue 32
which precipitated the action. A copy of the instructor's letter along with a copy of the paper
shall be sent to the Registrar. The Registrar shall then advise the student in writing of the right
to appeal. Within ten (10) days of notification, the student may appeal the charge and/or the
penalty by submitting a letter to the Dean of the College requesting that he or she appoint an ad
hoc committee consisting of three (3) faculty members, one of whom may be nominated by the
student. The recommendation of this committee is advisory only and is not binding upon the
instructor.
All material and information relative to the charge of academic dishonesty shall be kept by the
Registrar in a special file during the period in which the student is enrolled at Cornell College,
serving only as a statement of record if the student is charged a second time with academic
dishonesty. In the case of an appeal after the first offense, the file shall be destroyed if the
committee finds the student not guilty and the instructor concurs; otherwise, the
recommendation of the committee shall be inserted into the special file. If there are no further
charges, the file will be destroyed at the time of the student's graduation from Cornell.
Should a subsequent charge of academic dishonesty be brought against a student, the Registrar
shall again advise the student in writing of the aforementioned right to appeal under the same
procedures. Should the second charge be sustained by the instructor, the Registrar shall notify
the Dean of the College who shall convene a committee consisting of the Dean of the College, the
Dean of Students, and the Chair of the Academic Standing Committee, who shall determine the
status of the student. The normal penalty for a second offense is indefinite suspension from the
College.
Confidentiality of Student Records
Cornell College, in compliance with the Family Educational Rights and Privacy Act of 1974 as
amended (FERPA), protects the confidentiality of student records and the individual student’s
right to privacy. For more detailed information, see The Compass under the heading
"Confidentiality of Student Records".
Students with Disabilities
Cornell College is committed to compliance with federal law regarding students with disabilities.
Section 504 of the Rehabilitation Act of 1973 states: "No otherwise qualified individual in the
United States, as defined in section 706(7) of this title, shall, solely by reason of his handicap, be
excluded from participation in, be denied the benefits of, or be subjected to discrimination
under any program or activity receiving Federal financial assistance..." (29 U.S. Code, paragraph
794).
The Americans with Disabilities Act of 1990 states that a handicap shall be defined as "a physical
or mental impairment that substantially limits one or more of the major life activities." (42 U.S.
Code, paragraph 12102[2]).
The Office of Civil Rights, Department of Education, states that any postsecondary education
program which receives Federal financial assistance "shall make such modifications to its
academic requirements as are necessary to ensure that such requirements do not discriminate
or have the effect of discriminating, on the basis of handicap, against a qualified applicant or
student" (34 Code of Federal Regulations, paragraphs 104.41 and 104.44[a]). In addition to
Cornell College 2016-17 Academic Catalogue 33
academic adjustments, "a recipient ... shall take such steps as are necessary to ensure that no
handicapped student is denied the benefits of, excluded from participation in, or otherwise
subjected to discrimination ... because of absence of educational auxiliary aids for students with
impaired sensory, manual, or speaking skills" (34 Code of Federal Regulations, paragraph
104.44[d]).
The concept of academic adjustments is not aimed at giving students with disabilities undue
special advantages in order to help them pass, nor does it require that they be graded on a
different scale from their classmates; it requires educational access and opportunity, not a
guarantee of success.
A student qualifies for disability services at Cornell when the student provides current
documentation of the disability from a medical doctor (M.D.), educational or school
psychologist (Ph.D.), or other individual licensed by the state of origin to diagnose learning or
physical disabilities, to the Office of Academic Support and Advising, where it is placed on file as
a confidential record. Cornell College reserves the right to determine what constitutes
appropriate documentation. The student must also request appropriate accommodation from
the instructor of each course within the first three days of each Block.
More information about accommodations for students with learning disabilities is available on
the Cornell web site under "Disability Services."
Academic Advisor
Cornell students and faculty have a long tradition of working closely together both in and out of
the classroom, and this friendly and mutually beneficial association continues to be a vital part
of a Cornell education. When possible, entering students are assigned an academic advisor on
the basis of the interests indicated in the admissions application, but Cornell advisors are
qualified, whatever their teaching disciplines, to assist new students in preparing for any of the
degree programs and majors in the College. Advisors are useful sources of information about
many things, including College regulations and programs, career planning, and adjusting to
Cornell. Students should always feel free to discuss their thoughts and concerns with their
advisors and are expected to inform their advisors as soon as they encounter a problem.
Advisors are able to refer students to administrators or faculty who can provide good advice and
effective assistance, especially when given sufficient time.
Students who wish to change advisors may do so at any time by conferring with the Coordinator
of Academic Support and Advising. Normally students remain with their first advisor until they
declare their degree program and major(s) in their sophomore year. At this time they either
select an advisor in each of their major departments or are assigned major advisors by the
department chairs. If a student has more than one advisor, the student must indicate to the
Registrar which of them is to be her or his principal advisor. The principal advisor is the person
who will register the student, receive all academic information about the student, and endorse
any petitions the student may file.
If for any reason a faculty or staff member ceases to be a student's advisor, the student, in order
to remain enrolled and to receive credit for any work in progress, must secure another advisor
and record the change in the Registrar's Office. Students may not register without the approval
of their academic advisor. The Academic Standing Committee will not consider a petition unless
it is endorsed by the student's academic advisor.
Cornell College 2016-17 Academic Catalogue 34
Much of a student's business with the College is conducted in writing by means of forms or
petitions requiring the signatures of faculty and staff members. Any form or petition that is
submitted without the appropriate signatures or that contains a signature that is not genuine
will be deemed invalid and the benefit for which it was proffered will be denied or rescinded. In
this event a student may be asked to leave the College.
Registration
1. A registration or change of registration becomes official upon being recorded by the
Registrar's Office in accordance with the regulations and procedures explained below.
2. Enrolled students register in the spring for all Blocks of the following academic year.
Students admitted at the start of the fall semester with more than 7.0 course credits register
for the entire year before arriving on campus. All other admitted students register for Block
One before arriving on campus, Blocks Two through Four on campus during orientation,
and in October for the remainder of the year. Readmitted students and students admitted
after Block One should consult with the Coordinator of Academic Support and Advising.
After registering, students may drop and add courses as described under "Adding and
Dropping Courses."
3. Registration follows a first-come, first-served process based on number of credits earned.
Students with at least 21 credits register first, followed by students with at least 11 credits,
and finally students with 10.99 or fewer credits register last.
4. Failure to register will be interpreted as a tacit declaration of intent to withdraw from the
College, and the student will become ineligible to return to Cornell for the next academic
year and to qualify for College housing or Cornell financial aid.
5. Full-time degree candidates must register for eight Blocks and must earn at least seven
Block credits every academic year during their first, sophomore, and junior years in order to
remain in good standing. Seniors should register for needed courses and for vacation in the
remainder of the Blocks that semester. Students who enter after Block One must register for
all the Blocks remaining in that academic year in order to be considered as making
satisfactory progress. For an exception to this rule, see "Reduced Programs." This paragraph
does not apply to Continuing Education students.
6. Students must register for off-campus programs, independent studies, and internships in
the same way that they register for regular courses.
7. Occasionally courses are taught over two consecutive Blocks (36 class days) under the
Parallel Format, which permits students to carry two courses concurrently or to take one
Parallel Course along with an independent study. No credit is given for completing only the
first Block of a Parallel Course. The regulations and procedures for registering for Parallel
Courses and for changing such registrations are the same as for single-Block courses with
the exceptions noted under "Adding and Dropping Courses," item 9. It is not possible to
combine a Parallel Course with a single-Block course.
8. Other courses may be taught in an alternate format, e.g., two courses offered concurrently
and as co-requisites or two courses taught consecutively with related topics. Registration
information for these courses will be available at the time of registration.
9. Before registering for and entering any course, the student is responsible for reading the
description of that course in this Catalogue or in its supplements. If there is a prerequisite,
the student must satisfy it before the course begins or must obtain the permission of the
instructor before entering. Instructors have the right to drop a registered student from their
course if he or she has not satisfied the prerequisites.
Cornell College 2016-17 Academic Catalogue 35
10. Independent study courses and internships numbered in the 200s and 300s, whether on or
off campus, are open only to students who have completed the required minimum number of
courses in the same department/interdisciplinary major, and for Individual Projects, a
writing-designated course. Off-campus programs numbered in the 900s have special
prerequisites and limits. (See Independent Study Courses and Off-Campus Programs.)
11. Students are not permitted to enroll in or to receive credit for a lower-level course if they
have already passed or been given credit for a course in the same department for which the
lower-level course is an expressed prerequisite, unless written permission is granted by the
department and filed with the Registrar.
12. A student who is registered for a course must be present at all class meetings during the first
three days of the Block or risk being dropped from the class and having her or his place given
to another student. Students who are unable to be present should be in touch with the
instructor in advance to see whether he or she will hold their places. Instructors are not,
however, required to hold places or to admit students at the door.
13. If, at the close of registration, a student is unable to gain admission to a course and the
instructor and department chair are willing to extend the course's enrollment limit (cap), the
student may be admitted to the closed course. Permission will be granted only in cases of
genuine hardship and provided the extension of the cap does not exceed four. The student
must demonstrate that the course is needed to fulfill a degree or major requirement for
which there is no alternative in the same or a different department, and that the course or its
alternative cannot be taken in a different Block or in a later year.
14. Courses are normally capped at 25. Some courses have lower caps. A list of such courses is
available from the Registrar's Office.
15. To aid students in course selection, please see the Courses of Instruction section of this
Catalogue where you will find a complete listing of courses and descriptions by department.
In addition, Cornell College publishes course information online. Information for all staffed
courses can be found on the Registrar’s web page at
http://www.cornellcollege.edu/registrar. Course information for the following academic
year will be posted no later than one week before the first day of spring registration. Course
information and syllabi may be adjusted until the first day of a course, and even during a
course, and as such may differ from the version found online. Students should report any
missing information to the Office of Academic Affairs.
Adjunct Courses
Adjunct courses numbered in the 500s are highly focused mini courses that complement regular
OCAAT offerings and, like Music Lessons, Ensembles, and English or Theatre participation
activities (numbered in the 700s), may be taken along with principal courses.
500-level adjunct courses normally span 2-4 consecutive Blocks and entail a minimum of 2 and
a maximum of 5 hours of work per week (including contact hours) for a total of 25-30 hours to
earn ¼ course credit.
Students may enroll in a maximum of two 500-level adjunct courses (.25 credits each) in any
one semester, and no more than two full credits in 500-level adjunct courses may be counted
toward satisfying the minimum 31 credits required for the B.A. or B.Mus. degree. The College
expects, however, that a student's primary responsibility be to her or his principal courses. The
rules governing registration, grading, and withdrawal are:
Cornell College 2016-17 Academic Catalogue 36
1. Registration in 500-level adjunct courses requires the signature of the instructor and
academic advisor. For 700-level courses, students register directly with the instructor or
ensemble conductor at the beginning of the adjunct course (Blocks One and Five for Music
courses). Admission to some of these courses may be by audition; therefore, interested
students should confer with the instructor or conductor for details before the first meeting of
the course.
2. Students who register, attend for the entire length of the course and satisfactorily complete
the course requirements will receive at the end of the semester a quarter of a credit and a
grade of CR, with the exception of MUS courses in which a letter grade will be assigned.
3. Adjunct courses, music lessons and music ensembles may be repeated for credit every
semester, unless stated otherwise in their course descriptions.
4. Students in courses numbered in the 500s who cease to attend or do not fulfill the course
requirements will automatically be dropped from the course at the end of the semester and
no record of the course will be posted on their transcript. Grades of F, NC, W, WH, and WR
are not assigned for these adjunct courses.
5. Students enrolled in MUS courses numbered in the 700s who cease to attend or who do not
fulfill the course requirements will receive the grade of F unless granted a W or WH.
Students have one month from the start of the lessons or ensemble to drop without any
record of the course or grade being posted on their transcript. (See Department of Music,
"Music Lessons at Cornell" and "Ensemble Participation.")
Auditing Courses
Full-time students who wish to attend a course without receiving academic credit or a grade
may, with the approval of the instructor, audit the course without charge. The student registers
for a vacation Block. The instructor and the student determine at the start the requirements for
attendance and participation, and whether or not the audit is to be recorded on the student's
transcript. If the audit is to be recorded, during the first three days of the Block the student files
with the Registrar the appropriate form signed by the instructor to certify that the student
intends to fulfill the requirements of the audit. At the end of the Block the instructor certifies
that the audit has been fulfilled and the student receives the grade of AU on the transcript. If the
student has not fulfilled the requirements, then the Registrar records a vacation Block. Audited
courses, whether recorded or unrecorded, may not be used to satisfy degree or major
requirements.
Repeating Courses
1. Any course for which a student has received a grade of F or NC may be repeated. In such
cases, the second grade earned in a repeated course does not replace the previous grade of F
or NC and does not erase it from the transcript. Both the first and the second grades will be
calculated when computing the student's grade point average.
2. A student who has passed a course with a low grade may wish to take the course again,
especially if the course is one in a sequence, e.g., CHE 121 or GER 102, where a solid
command of the material in the lower-level course is essential for success in the higher-level
course. The simplest way for students to repeat course material is to retake the course as an
Audit (see "Auditing Courses"). In special cases a student may wish to repeat a course for
credit and grade. Unless the course specifically states in its description that it may be
repeated, e.g., ART 291 or BIO 485, the student must first petition the Academic Standing
Cornell College 2016-17 Academic Catalogue 37
Committee. The original grade earned remains on the transcript and is not replaced by the
subsequent grade, as in [1]. A repeated course does not gain the student an additional course
credit toward graduation, unless the course description indicates that it may be repeated.
3. Adjunct courses, music lessons and music ensembles are exceptions to the above rule and
may be repeated every semester unless it is stated otherwise in their descriptions.
4. Students who have received credit by examination or transfer will lose this credit if they take
a course at Cornell that is the same as or similar to the examination or transferred course. In
general, all introductory courses in the same academic discipline are considered to be
similar even though their titles or actual contents may vary. Students who believe that their
two courses are significantly different should consult the department chair for permission to
receive credit for both.
Two Course Credits in One Block
Students are not permitted to earn credit for more than one full Cornell course or two half
Cornell courses per Block. Exceptions to this rule may be granted by the Academic Standing
Committee to seniors who can demonstrate that they will have a minimum of 31 course credits
without the credit for which they are petitioning, and will otherwise qualify for graduation at the
end of the academic year. The additional course must be one needed to complete the student's
major or professional program. No more than two Block credits may be earned in this way, and
neither of these credits may be used to make up course deficiencies in order to yield the
minimum 31 course credits required for graduation. Students granted permission to earn two
Cornell course credits in one Block may not take a vacation Block within that academic year.
Should they do so, the second Block credit will be disallowed and the course will not be recorded
on their transcript.
Adding and Dropping Courses
1. After registration but before the beginning of the Block in which the course is taught, a
student may drop that course and add another before 4:00 p.m. on the Friday immediately
preceding that Block. Students are encouraged to discuss course adds/drops with their
academic advisor before making changes to their schedules.
2. During the first three days of the Block in which the course is taught, a student may drop
that course and add another course by (1) obtaining the Drop/Add Form
from the Registrar's
Office, (2) securing the signatures of the instructor of the course being dropped, the
instructor of the course being added, and the academic advisor, and (3) returning the form
to the Registrar's Office before 4:00 p.m. of the third day (normally the first Wednesday) of
the Block. Students who drop a course after the first day and cannot add another must
petition for a reduced load. However, this may impact progress toward graduation (see
"
Satisfactory Academic Progress"). Instructors are not required to add students after the
course has begun, and permission to add a course is more difficult to obtain after the first
day, so students should not delay in contacting instructors of courses they wish to add.
3. If a student does not attend or ceases to attend a course for which he or she is registered and
does not add another course in its place before the end of the third day of the Block, the
student will be given the grade of WR. Students who receive a grade of WR are charged
tuition for the course, but they are not eligible for institutional financial aid or VA benefits
for that Block. Any federal or state financial aid eligibility will be reviewed on a case by case
basis per federal and state regulations.
Cornell College 2016-17 Academic Catalogue 38
4. Students who attend a course for which they are not registered must petition to request to
add the course late; such permission is not necessarily granted.
5. Students who wish to audit a course must declare their intention to the instructor at the very
beginning of the Block (see "Auditing Courses").
6. Withdrawal between the 4th and 14th day of the Block is possible only when recommended
by the instructor. The instructor may release a student if the instructor believes that the
student, when compared with the others in the class, has not had adequate preparation or is
deficient in a skill essential for success in the course. The instructor must describe the
student's problem in a letter to the Academic Standing Committee and also certify that the
student attended faithfully and tried to do the work assigned. The student receives a grade of
W.
7. On the 15th day of the Block (normally the third Friday) in which the course is taught, a
student may withdraw and receive a grade of W for a course by (1) obtaining the Drop/Add
Form from the Registrar's Office, (2) securing the signatures of the instructor and the
academic advisor, and (3) returning the form to the Registrar's Office before 4:00 p.m. that
day. The instructor should agree to sign the form if and only if the student (a) has complied
fully with the instructor's attendance policy, (b) has taken all the tests and turned in all the
papers or projects that were due by the 15th day, and (c) has made, in the opinion of the
instructor, a determined effort to learn the material, complete the work, and participate in
the class.
8. Students on Probation or Probationary Suspension, however, are not permitted to withdraw
from a course without permission from the Academic Standing Committee. They must file a
petition with their Drop/Add Form on the 15th day, but continue in the course pending the
Committee's decision. The Committee will evaluate the petition not only on the grounds
listed in item 6 above for a particular course, but also on the basis of the student's entire
academic record.
9. A withdrawal for health or family emergency (grade of WH) may be given by the Academic
Standing Committee upon petition, or by the Registrar acting as the Committee's agent,
when a student is ill or has a personal crisis or family emergency, such that completing the
course by taking an Incomplete (see "Grades," item 4) would not be feasible. The student
should submit a petition for a WH. The course instructor and the academic advisor must
sign the petition, acknowledging that they have been notified of the student's intention. Both
the course instructor and academic advisor are encouraged to submit a statement indicating
whether they support the petition or not, and why. For a WH, a signature alone shall not be
interpreted as endorsement of the petition.
a. Any petition based upon medical or psychological conditions must be supported by a
written statement from an appropriate health professional stating the problem; the dates
when the student was examined, treated, or counseled; and the recuperative difficulties,
if any.
b. Students who claim a personal or family emergency may be asked to provide
documentation and to account for the entire time during which they say they were, or
will be, unable to attend classes or to study.
c. Cornell counselors and health professionals will not normally issue a recommendation
for a withdrawal unless the student has consulted them at or near the onset of the
problem.
d. Such recommendations, however, do not automatically constitute grounds for a WH. The
Committee will in all cases consider the instructor's evaluation of the student's work in
the course before the onset of the illness or emergency as well as the circumstances on
Cornell College 2016-17 Academic Catalogue 39
which the student has based her or his petition. The Committee reserves the right to
consult with anyone whom the student offers as a recommender or corroborator.
Students on Probation or Probationary Suspension do have the right to petition for a
WH, and their petitions will be considered in the same way as any other student's.
10. Students may add and drop parallel courses as follows:
a. During the first three days of the first Block, a student may replace parallel courses with
one single-Block course.
b. Between the 15th and 21st days (normally the third Friday and the fifth Wednesday) as in
item 6 above, if the student retains one of the parallel courses, he or she may add in the
second Block of the parallel sequence only a half-credit independent study or a vacation
Block. If the student drops both parallel courses, the student may add one single-term
course in what would have been the second Block of the sequence.
c. On the 33rd day (the 15th day of the second Block) as in item 6.
11. Students who register for a course that requires an additional fee, e.g., a course taught off
campus or one that involves field trips or special provisions, and later decide not to enroll
must notify the instructor and the Registrar before the instructor's final deadline or, if no
such deadline has been announced, then at least 60 days before the course is scheduled to
begin. Students who drop after this deadline are liable for payment of the full cost of the
program. Instructors calculate the cost of a trip, make reservations, and order materials
based on anticipated enrollments. The loss of even one student may result in higher costs for
the other participants or in the College being charged a penalty by hotels, airlines, and
cooperating agencies.
Reduced Programs
Students, other than seniors and those in the Continuing Education Program, who wish to enroll
for fewer than eight Block credits in an academic year must obtain the permission of the
Academic Standing Committee. Permission is usually granted if the student will (1) gain
additional educational or professional experience related to the major or field of concentration,
or (2) resolve physical, psychological, personal, or financial problems that may otherwise
prevent her or him from continuing at Cornell, or (3) had reason to drop a course on day 2 or
day 3 and could not add another, so long as this will not impact a student’s satisfactory academic
progress. The petition must also contain a description of how and where the student plans to
spend the Blocks when he or she will not be taking classes at Cornell. Students on reduced
programs surrender, during those Blocks when they are not taking courses, the privileges of
regularly enrolled students and are, therefore, not necessarily permitted to live in College
housing, to use College facilities, and participation in any Cornell-sponsored extracurricular
activities in ways that are not also open to the general public may be restricted. Students on
reduced programs may not transfer to Cornell any coursework taken at another school during
the regular academic year (September through May). The financial aid of students on reduced
programs will be affected and such students should discuss the implications with the Financial
Assistance Office.
(See also Leave of Absence; see Other Off-Campus Study [999] for Academic Leaves of
Absence.)
Cornell College 2016-17 Academic Catalogue 40
Satisfactory Academic Progress (SAP) Policy
The Higher Education Act of 1965, as amended, requires that each student maintain satisfactory
progress in the course of study the student is pursuing in order to receive Federal Title IV
financial aid. The concept of satisfactory progress mandates monitoring of both grade point
average and the number of credits completed. In complying with this requirement, Cornell
College has developed standards for Satisfactory Academic Progress cited in this Catalogue
under "Academic Review." Satisfactory academic progress is based on the quality of your
academic performance, which is represented by your GPA, and a quantitative review of
progress, defined as "Pace", which is represented by the total number of credits successfully
completed toward your degree compared to the total credits you have attempted. Students must
meet the following percentages of their attempted credit hours [on a cumulative basis]:
End of Grade Level
Minimum Percentage of Attempted Credits Successfully Completed
First year
62.5%
Sophomore
81.3%
Junior
87.5%
Pace and GPA are prorated for less than full-time students.
Failure to earn credit for courses due to receiving an F, W, WH, WR, NC, I, or IP are included as
attempted hours for determining “Pace” toward graduation for purposes of Satisfactory
Academic Progress [SAP].
The Academic Standing Committee conducts academic reviews of all students and determines a
student’s status based on criteria outlined under “Academic Review.” Some categories of
Academic Review have implications for a student’s eligibility for federal financial aid. At Cornell,
these standards are also applied to state and institutional aid programs.
The Cornell College Satisfactory Academic Progress standards apply to all students who wish to
establish or maintain financial assistance eligibility. It is the responsibility of all students to be
familiar with these standards. The standards apply to each student’s entire academic record at
Cornell, whether or not the student received financial assistance for previous Blocks of
enrollment. All federal and state grants, loans, and work-study, and Cornell College grants, are
subject to the following Financial Aid Satisfactory Academic Progress policy. The college’s
published program length is 31 credits to complete a Bachelor of Arts, Bachelor of Special
Studies or Bachelor of Music degree. The time frame to complete your degree is 150% [46.5
credits]. Cornell College aid is not available beyond eight semesters of full-time attendance.
Specific financial assistance programs may require higher minimum standards for GPA and
pace; additionally, an individual Cornell department may require the student to earn more
credit hours or maintain a higher grade point average than required by minimum standards.
Financial Aid reviews the decisions of the Academic Standing Subcommittee at the end of each
semester to determine if the student should be placed on FINANCIAL AID WARNING,
FINANCIAL AID SUSPENSION, or FINANCIAL AID PROBATION.
The following policy and procedures will be followed in determining satisfactory academic
progress for the purpose of establishing eligibility for financial aid.
1. At the end of a semester, a student placed on ACADEMIC PROBATION by the Academic
Standing Subcommittee (or a student continuing on ACADEMIC PROBATION if placed on
that status during the semester) will be placed on FINANCIAL AID WARNING. A student
Cornell College 2016-17 Academic Catalogue 41
placed on FINANCIAL AID WARNING remains eligible for financial aid in the subsequent
semester. The Financial Aid Office will send letters to all students placed on ACADEMIC
PROBATION stating that they have also been placed on FINANCIAL AID WARNING. For
the purpose of this policy PROBATIONARY SUSPENSION is considered a subcategory of
ACADEMIC PROBATION.
2. At the end of the following semester, a student who has been placed on FINANCIAL AID
WARNING at the end of the previous semester (see #1) will be reviewed. If the Academic
Standing Subcommittee
a. removes him/her from ACADEMIC PROBATION, s/he will be removed from
FINANCIAL AID WARNING. The Financial Aid Office will send letters to all students
removed from ACADEMIC PROBATION stating that they have also been removed from
FINANCIAL AID WARNING.
b. continues him/her on ACADEMIC PROBATION, s/he will be placed on FINANCIAL AID
SUSPENSION and will be ineligible to receive financial aid in the following semester.
S/he can file an appeal to be placed on FINANCIAL AID PROBATION by meeting the
following conditions:
i. The Director of Financial Aid will notify the student that s/he is eligible for
FINANCIAL AID PROBATION. The student must then file an appeal with the
Director of Financial Aid appealing the loss of financial aidbefore the start of the next
semester. The appeal must be written, outline the reason[s] for failure to meet the
minimum credit and/or GPA requirements, and explain how the student plans to
correct the problem.
ii. If the appeal is approved, the student must develop or continue with an Academic
Plan/Learning Contract in consultation with the Coordinator of Academic Support
and Advising.
At the end of a third semester, if the student on FINANCIAL AID PROBATION remains on
ACADEMIC PROBATION, the student’s financial aid will be rescinded.
A student whose financial aid has been rescinded as a result of the preceding policies and
procedures reestablishes eligibility when removed from ACADEMIC PROBATION by the
Academic Standing Subcommittee.
A flow chart outlining this process can be found on the Registrar’s website
. The chart is a tool;
the official procedure is contained in this policy.
The calculation of GPA for purposes of Academic Review and subsequent determination of
federal financial aid eligibility does not include grades of Incomplete (I), Withdrawal (W),
Withdrawal for Health (WH), Registrar’s Withdrawal (WR), or grades for courses that have been
transferred to Cornell College
Transfer credits, accepted by Cornell, are counted as both attempted and completed hours for
purposes of SAP.
For repeated coursework, the original grade earned remains on the transcript and is not
replaced by the subsequent grade. A repeated course does not gain the student an additional
course credit toward graduation, unless the course description indicates that it may be repeated.
Cornell College 2016-17 Academic Catalogue 42
Veterans Administration
Students receiving VA benefits should consult with the Financial Assistance Office for
information and assistance. VA benefits recipients have the same rights and responsibilities as
all other Cornell students and are subject to the regulations and policies described in this
Catalogue except where the Federal Government has established laws or guidelines that are at
variance with Cornell's rules. In such cases, the VA recipient is held accountable for satisfying
both the College's and the Government's regulations.
Specifically, the points of difference are: (1) VA recipients will not be paid for a vacation Block.
(2) VA recipients will not be paid, or will be billed for overpayment, for any course from which
they withdraw, i.e., receive a grade of W, WH, or WR, unless the VA approves their appeal on
grounds of mitigating circumstances. (3) VA recipients who are placed on Probation by Cornell
College will be given two semesters (eight Blocks) to remove themselves from academic review.
If, at the end of this probationary period, the recipient fails to demonstrate satisfactory progress,
the recipient may have her or his benefits discontinued. The VA will not pay for any course
numbered in the 900s (off-campus programs). Permission may sometimes be granted by the VA
for a non-traditional educational experience upon petition in advance of the start of the project.
Declaration of Degree Candidacy, Majors, and Minors
1. On or before December 1 of their sophomore year, students must make one of the following
declarations in the Registrar's Office (those admitted with senior standing must make their
declarations within the first three months after entering Cornell):
a. declare themselves candidates for either the Bachelor of Arts or the Bachelor of Music
degree by filing a Declaration of Major card;
b. declare themselves candidates for the Bachelor of Special Studies degree by filing a
Declaration of B.S.S. Degree card, and soon after that a completed Prospectus; or
c. declare themselves unable to make a decision by filing for a Curriculum Advisor.
Students may ask any faculty member to serve as their Curriculum Advisor. Under this
arrangement, the advisor will work with the student to determine her or his academic
and career goals and the best methods for achieving these.
d. Sophomores who neglect to file their declarations on time will be subject to the
regulations governing B.A. candidates and may be denied permission to register for their
junior year. (See Degree Programs.)
2. In all degree tracks, students are limited to some combination of majors and minors totaling
no more than three. Only in the B.S.S. degree can this be a combination of three minors.
Each of the other degrees requires at least one major. Students may not elect both a major
and a minor in the same discipline or interdisciplinary program, though a student may
complete two minors in the same department.
3. Students may choose one or more of the departmental or interdisciplinary majors described
in the central section of this Catalogue (see Courses of Instruction for particular subjects),
or they may design an individualized major.
a. Departmental majors allow a student to study a single discipline in depth. Cornell
currently offers 26 departmental majors: Art History, Studio Art, Biology, Business,
Chemistry, French, German, Russian, Spanish, Computer Science, Economics and
Business, Elementary Education, Engineering Sciences, English, Geology, History,
Kinesiology, Mathematics, Music, Philosophy, Physics, Politics, Psychology, Religion,
Cornell College 2016-17 Academic Catalogue 43
Sociology, and Theatre. (There are also three teaching majors without an accompanying
departmental major. They are Latin, Anthropology, and Theatre.)
b. Interdisciplinary majors offer the opportunity for a student to specialize in a recognized
academic field by taking courses from various related disciplines. Cornell's current
interdisciplinary majors are: Biochemistry and Molecular Biology, Classical Studies,
Environmental Studies, Ethnic Studies, Gender, Sexuality, and Women’s Studies,
International Relations, Latin American Studies, Russian Studies, and Sociology and
Anthropology.
c. Individualized majors are programs that students design themselves to meet their
particular needs and interests. Such a major involves a minimum of nine course credits
to include four courses at the 300 level or above from at least two disciplines (not
counting the capstone experience); a capstone experience (e.g., a course, individual
project, or internship) at the 300 level or above; and at least six courses at or above the
200 level. A narrative that explains how these courses create a coherent major and
describes how the capstone experience will synthesize the courses into a cohesive
program of study is to be filed with the contract for this major. This type of major is a
contract between the student and a committee of three faculty members chosen by the
student. The contract for an individualized major must be signed by the student, the
members of the committee, and the Registrar, acting for the Dean of the College. Any
changes in the contract must be approved in writing by all members of the committee.
The contract and any changes must be filed with the Registrar. The student must
complete a minimum of 10 course credits after initially filing this form with the
Registrar. For more information, consult the Registrar.
d. The requirements for departmental, interdisciplinary, and individualized majors are the
same for both B.A. and B.S.S. candidates. A student is officially classified as a major only
after he or she has been approved by the department or committee concerned and has
filed the appropriate declaration with the Registrar.
e. There is no restriction on adding majors after the sophomore year and no penalty for
dropping them except that all B.A. candidates must complete at least one major and
B.S.S. candidates must complete the basic contract they signed when filing their
Prospectus.
f. Students are expected to complete the major and minor requirements that were in effect
at the time of Spring registration for their second year of courses. Transfer students who
are admitted with sophomore or higher standing satisfy the requirements in effect when
they begin their first course at Cornell. Students who have withdrawn from Cornell and
are later readmitted follow the requirements in effect at the time of their readmission.
Exceptions may be made by the department concerned in response to the student's
petition, provided that such changes are feasible for and agreeable to the department.
g. Cornell College alumni who wish to fulfill the requirements for an additional major after
graduation must be accepted by the department (see procedure outlined above) and
complete the necessary courses (there is no minimum number of credits that must be
earned after graduation as long as the major requirements are met). Courses taken at
another institution must be approved by the department in which the major will be
granted. Financial aid may not be available, and students are advised to consult the
Office of Financial Assistance before enrolling. During the last Block of attendance, the
student must meet with the Registrar to confirm that all requirements are completed. At
the conference, the student will request that the additional major be recorded on his or
Cornell College 2016-17 Academic Catalogue 44
her transcript. Upon completion, the additional major along with the date of completion
will be recorded on the student's transcript.
4. A minor is a coherent collection of courses numbering at least five, with at least two of them
being at the 200-level or above. Cornell currently offers minors in American Politics &
Public Policy, Anthropology, Applied Mathematics, Art History, Biology, Business,
Chemistry, Civic Engagement, Classical Studies, Computer Science, English, Environmental
Studies, French, Gender, Sexuality, and Women’s Studies, Geology, German Studies,
History, International Relations & Comparative Government, Kinesiology, Latin American
Studies, Mathematics, Music, Philosophy, Physics, Political Thought, Psychology, Religion,
Russian, Sociology, Spanish, Studio Art, and Theatre.
5. When there is an overlap between courses required or accepted for a major in one
department or program and a minor in another, at least two courses must be completed
beyond the courses counted toward the major in order to earn the minor in the other
department or program.
6. Some departments also offer suggestions under the heading "Concentration" for students
who may not wish or have time to complete the faculty-approved major but who are
interested in a particular area or career relevant to the departmental discipline. Unlike
majors and minors, concentrations are informal combinations of courses and are not
recognized officially by the College. Candidates for the B.S.S. degree who do not choose to
have an official major may call their individually designed program of specialization a
concentration.
Assessment of Student Experiences
An essential aspect of the mission of Cornell College is the evaluation of student experiences,
perceptions, and academic achievement. Each student will be expected to participate in College
and departmental assessment activities such as surveys, focus groups, tests, and personal
interviews. Students will be asked to participate beginning with matriculation and continuing
through graduation. Student involvement in these assessment activities will assist Cornell in
providing current and future students with high-quality, satisfying experiences in keeping with
the mission of the College.
Student Classification and Class Rank
1. All degree candidates are promoted at the end of each academic year according to the
following scale:
Number of Course Credits Earned
Class Standing
0 6.75
First Year
7 13.75
Sophomore
14 – 22.75
Junior
23 -
Senior
2. At the end of each semester, the Registrar's Office ranks students within their class
according to their cumulative grade point average, e.g., a senior ranked "10/200" would be
the 10th highest in a class of 200 seniors. A student's class rank is available upon request.
Students who are graduated with fewer than 16 credits earned in courses taken for grade
point credit at Cornell will not be ranked. Also, students who participate in Commencement
and later graduate will not be ranked.
Cornell College 2016-17 Academic Catalogue 45
The student's final cumulative grade point average and class ranking (if applicable) is
determined at graduation and will not be affected by any grades subsequently earned should the
student return to Cornell.
Credit by Transfer
Cornell College accepts transfer credit for work completed by a student at an accredited
institution or program. The following guidelines are used in the transfer and awarding of
academic credit:
Institutions and Transcripts
Transfer credit must come from a regionally accredited, degree-granting college or
university (including community colleges) or an international university of comparable
accreditation. The Registrar is responsible for evaluating all transfer credit completed
prior to matriculation at Cornell.
The credit must be documented on an official college transcript sent directly from the
credit-granting institution to the Registrar at Cornell College. Course
descriptions/syllabi for each course may also be requested.
Transfer credit is always evaluated on a course by course basis, unless the
transferring institution has entered into an articulation agreement with Cornell
College.
Courses taken while a student is still enrolled in secondary school (e.g., dual
enrollment) must meet the guidelines outlined in this policy.
Credits
4 semester hours (s.h.) or 6 quarter hours (q.h.) equal 1 Cornell credit.
Only transfer courses of 3 or more s.h. or 4 or more q.h. may be used to satisfy a
major or general education requirement for the B.A. or B.Mus. degree.
The following caps are placed on transfer credits:
Credit Type
Maximum Number of Credits
Accepted
Cornell
Equivalent
Community college
64 semester hours or 96 quarter
hours
16 course credits
Dual enrollment*
24 semester hours or 36 quarter
hours
6 course credits
* Includes Post-Secondary Educational Opportunity (PSEO) credits.
Grades
A letter grade of “C” or higher is required to earn transfer credit. Grades of “C-” and
below will not earn transfer credit.
Grades do not transfer to Cornell College and are not used in the calculation of a
student’s Cornell grade point average.
Cornell College 2016-17 Academic Catalogue 46
Courses
Transfer work must be relevant to the curricular program at Cornell College.
To receive specific course credit, transferred courses must be substantially similar to
Cornell College courses.
Transfer courses must be significantly different from previous coursework and must
not regress from previous coursework.
Courses accepted by transfer do not necessarily satisfy the requirements for a major
unless they are approved by the Cornell department concerned. Students should
confer with the chair of their major department to determine whether their
transferred courses may be applied to their major.
Post-Matriculation Transfer Credits
In addition to the above guidelines, the following stipulations apply to students after
they have begun coursework at Cornell:
Advance approval for transfer credit is required. Approval must be secured prior to
taking the course via the Petition for Transfer of Credit form available from the
Registrar.
To ensure that work to be completed elsewhere will be accepted as a course (or
credit) counting toward graduation, toward a major, or toward fulfillment of a
general education requirement, students should consult with the relevant academic
department.
Students are permitted to receive credit for courses taken at other institutions during
Cornell’s academic year (September through May) only if they have:
1. junior or senior standing,
2. a grade point average of at least 2.5, and
3. filed a Petition of Transfer Credit form with the registrar prior to enrollment
in the course.
4. A maximum of two of these transfer credits can be counted toward the
minimum 31 course credits required for a Cornell degree.
Students who at the end of their senior year have earned at least 16 course credits at
Cornell may transfer up to 2 course credits (8 s.h. or 12 q.h.) from another institution
to complete their Cornell degree. Seniors with fewer than 16 Cornell course credits
are not permitted to complete their degree by transferring courses. The senior year is
defined as the 8 blocks preceding students’ completion of their final course at Cornell
College. Students are reminded that they must earn 8 of their last 10 credits at
Cornell. (See also General Requirements for Degree Programs, Item 4.)
Exemption, Advanced Placement, and Credit by Examination
In all cases, the final decision as to exemption or advanced placement, with or without credit,
rests with the Cornell departments concerned and the Dean of the College.
Exemption without credit from a prerequisite for any course listed in this Catalogue may be
granted by the instructor.
Cornell College 2016-17 Academic Catalogue 47
Exemption without credit from one or more of the general education requirements for the B.A.
or B.Mus. degree is granted by some departments for superior achievement on certain
examinations. (See Bachelor of Arts, Paragraph 6.)
Credits granted to new students from examinations cannot be counted towards the total credits
needed to exempt a student from a First Year Seminar. Even if a student has more than 7
credits from examinations, they must still take a First Year Seminar.
Cornell accepts the following examinations. The exemption, placement, or credit involved must
be requested by the end of the student's eighth Block at Cornell.
1. Cornell College accepts scores of 3 or higher from most of the College Entrance Examination
Board's Advanced Placement (AP) Examinations. The exemption and/or credit awarded for
various exams and scores can be found on the Registrar’s website
.
2. The Oxford and Cambridge A-Level Examinations or their equivalents. One or two course
credits, depending upon whether the exemption is for one or two courses, are granted for
scores of 3 or higher.
3. The International Baccalaureate. Two course credits are granted for each score of 5 or above
on a Higher Level examination, and one course credit for each score of 5 or above on a
Standard Level examination, for a maximum of nine course credits. The exemption and/or
credit awarded for various exams and scores can be found on the Registrar’s website
.
4. Examinations prepared and administered by Cornell departments at their option are an
additional means of earning credit or exemption, subject to the following conditions:
a. Exemption or credit by examination may be given only for courses listed in this
Catalogue.
b. Credit by examination may not be given for any independent study, internship, group or
individual project, tutorial, seminar, special topic, or research course.
c. A student who audits a Cornell course or who is tutored by a Cornell faculty member is
not eligible to receive credit by examination for such work. A Cornell independent study
course (see Courses 290/390 and b. above) is the appropriate vehicle for such work.
d. Credit by examination is an option offered to students who have mastered Cornell's
course material through study by themselves, in high school or elsewhere (but not for a
course for which the student also receives transfer credit), or through some life
experience.
e. Students desiring credit by examination must first receive permission from the
department concerned. A student may receive credit by examination for a maximum of
seven courses (no more than two such credits may be in any one department). The
examinations must be completed by the end of the student's eighth Block at Cornell.
f. Credit will not be granted twice for passing two relatively similar topics. Students who
believe that the two are significantly different should consult the department chair for
permission to receive credit for both. If granted, the chair(s) must notify the Registrar in
writing.
Credit by examination granted by another institution will not automatically transfer to Cornell;
but where the examination is one that is used by Cornell, credit will be given if the student's
performance meets Cornell's standards.
A student who receives credit for a course by examination and repeats that course at Cornell will
have the examination credit subtracted. Also, students are not eligible to receive credit by
Cornell College 2016-17 Academic Catalogue 48
examination for a lower-level course after they have completed or begun a course for which the
other is a prerequisite.
Grades
1. Passing grades are A, A-, B+, B, B-, C+, C, C-, D+, D, D-, P, S, and CR. Failure is denoted by
F, NC, and U.
2. W, WH, or WR are recorded when a student withdraws from a course (see "Adding and
Dropping Courses").
3. P indicates satisfactory performance and is given to indicate completion (complete or
partial) of fine arts participation activities that carry no course credits, e.g., MUS 701 (Music
Performance Seminar).
4. The notation I is given only for work of satisfactory quality that is incomplete because of
illness or emergency (supported in the same way as requests for withdrawals for reasons of
health; see "Adding and Dropping Courses," paragraph 8). Permission to receive an
Incomplete in any course for any reason must be secured from the Registrar before the
instructor may record it on the final grade sheet. The petition for requesting an Incomplete
is available from the Registrar's Office. Students are required to indicate the length of time
they and their instructor need to complete the course. The Registrar will normally approve
any reasonable contract. An Incomplete which has not been removed by the end of the
period specified in the contract will automatically be converted to an F if the student is still
enrolled or will remain an I if the student has withdrawn from Cornell.
5. AU indicates a course audited for no credit (see above, "Auditing Courses").
6. IP indicates a course in progress or one for which a final grade has not been submitted by
the instructor.
7. Only courses taken for grade point credit at Cornell College, exclusive of those graded CR, S,
P, I, IP, AU, NC, W, WH, and WR, are used to compute the student's cumulative grade point
average. For the student's convenience, this average is printed on the unofficial transcript
available online. Grade points are assigned according to the following scale:
A
= 4.0000
B
= 3.0000
C
= 2.0000
D
= 1.0000
A-
= 3.7000
B-
= 2.7000
C-
= 1.7000
D-
= 0.7000
B+
= 3.3000
C+
= 2.3000
D+
= 1.3000
F
= 0.0000
8. Cornell offers a Satisfactory/Unsatisfactory (S/U) option to encourage students to explore
new academic disciplines, but departments and interdepartmental programs are permitted
to exclude specific courses from the
S/U option by so stating in the course description.
The S/U option is available to students who have completed a minimum of eight credits
and must be declared when registering for a course or within the first three days of the
course. On the 15th day of the Block (normally the third Friday), the student may rescind the
declaration; if the S/U option is rescinded, the student will receive a grade for the course. No
more than two full S/U credits may be counted toward satisfying the 31 credits required for
graduation.
To exercise this option, students must complete the S/U Form
available at the Registrar’s
office or on the Registrar’s office website and return the form to the Registrar’s Office before
the end of the third day of the block. When this option has been selected, grades of C or
above become Satisfactory (S), and grades of C- or below become Unsatisfactory (U). A
Cornell College 2016-17 Academic Catalogue 49
satisfactory performance ensures credit toward graduation but does not affect grade-point
averages. An unsatisfactory performance does not confer credit, nor does it affect the grade-
point average. For students who have selected the S/U option, instructors will submit grades
and the Registrar changes the grade appropriately.
9. The cumulative grade point average is calculated by dividing the total number of grade
points earned by the total number of courses taken for grade point credit (including courses
graded F). The cumulative grade point average is calculated to four decimal places and is not
rounded. The student's final cumulative grade point average is determined at graduation,
and will not be affected by grades subsequently earned, should the student return to Cornell.
10. Certain courses of the type listed below are graded either as Credit (CR) if the instructor
certifies that the student has done work of "C" quality or better, or as No Credit (NC) if the
student fails to achieve the minimum standard. All work transferred from other institutions,
all credits earned by examinations or advanced placement, all courses numbered in the
900s, and certain other courses identified in this Catalogue by the notation (CR) at the end
of their description are automatically recorded as Credit/No Credit. A few courses offer the
student, with the approval of the instructor, the choice of a regular grade or Credit/No
Credit, and these are marked with (OP) at the end of their description.
11. The grades earned in off-campus courses numbered in the 900s are recorded on the
student's transcript as CR/NC, but are never computed into the student's Cornell grade point
average.
12. Grades are reported by the Registrar to the student and the academic advisor. At the end of
each Block, the student's grade report is available on-line.
13. Students may authorize access to their grades to their parent(s)/guardian through the
Student Shared Information page (
http://www.cornellcollege.edu/information-
technology/training/self-service-registration/self-service/sharing-grades.shtml?). In order
for a parent to see anything, the student must log into the system and set the parent up to
have access. Authorizing access to grades in the self-service system does not change a
students’ FERPA status. (See “Confidentiality of Student Records.”)
14. Students who believe that there is an error in the information reported on their grade report
or that an injustice has been done them in the grading process should consult the Registrar
immediately. After a lapse of one Block from the issuance of the report, the information
becomes a permanent part of the student's official transcript. A student who disputes a final
grade should appeal first to the instructor. If not satisfied, the student should consult the
department chair and then, if need be, the Dean of the College. Although the department
chair and the Dean may act as mediators, the decision of the instructor is final.
15. For an instructor to change a grade, the instructor must submit a request to the Academic
Standing Committee and explain the circumstances prompting the change, e.g., that he or
she miscalculated or has re-evaluated the student's academic performance up through the
close of the Block. After a lapse of one Block from the issuance of the grade report, the
information becomes a permanent part of the student's official transcript. The Committee
does not permit an instructor to change a final grade because of work submitted or revised
after the instructor reported the original final grade to the Registrar.
16. An instructor must report final grades to the Registrar by noon on the Monday following the
close of the Block in which the course was taught, with the following exceptions: Block 4
grades are due the Monday before the start of Block 5, and Block 6 grades are due the first
Monday of Block 7. Although a Block technically ends at 5:00 p.m. on the 18th day of the
course (normally a Wednesday), an instructor may, but is not required to, grant a student an
extension of one or more days. In such cases, students are responsible for turning in their
Cornell College 2016-17 Academic Catalogue 50
work early enough to allow the instructor to grade it and submit the grade to the Registrar by
the Monday noon deadline. If the assignments are not finished and graded by this deadline,
the instructor must issue a final grade based upon the work that the student has actually
completed. No subsequent change of grade is permitted unless the student has been granted
an Incomplete by the Registrar.
17. Credits and grades are posted on the student's transcript at the end of each Block. Unofficial
transcripts are available on-line to current students. Information regarding ordering official
transcripts is available on the Registrar's Office web site.
The Dean's List
Twice each year at the end of January and the end of May the Dean of the College recognizes
those students who have earned superior grades during the previous semester and enrolls them
on the Dean's List based upon their semester grade point average.
Highest Honors
4.0000
High Honors
3.8000 3.9999
Honors
3.6000 3.7999
To be considered for the Dean's List, students must earn grade point credit in at least four
Blocks during the semester (Blocks One through Four for the first semester, Blocks Five through
Eight for the second semester) and must not earn any grades of F, NC, W, or WR, nor have an
unresolved Incomplete on their record at the time the Dean's List is calculated. Grades earned in
music lessons and ensembles are also calculated (except that the grade in MUS 701 is not
calculated).
Graduation
The College confers degrees in May, August, and at the end of block 4; Commencement
exercises, however, are held only in the spring following Block Eight. All candidates for
graduation are required to attend the Spring Commencement unless granted permission by the
Dean of the College to be graduated in absentia.
Students must file an application for graduation (see "General Requirements for Degree
Programs," Paragraphs 2 and 3). Transcripts of work taken at other schools before September of
a student's senior year and statements of confirmation or exemption requested during the
Senior Conference must be received by the Registrar before December 31 if they are to be
credited toward the student's graduation during that academic year.
Candidates who are not enrolled in the year in which they expect to receive their degree must
notify the Registrar's Office before March 1 of their intention to be graduated. If there are any
transcripts or other kinds of documentation needed to complete their degree requirements, the
Registrar will specify the deadline. Seniors on off-campus programs that do not issue final
grades before Cornell's deadline must necessarily postpone their graduation until August. Even
though a student may complete her or his requirements immediately after Commencement, the
degree will not be conferred, nor the diploma awarded, retroactively.
Cornell College 2016-17 Academic Catalogue 51
Participating in Commencement as a Non-Graduate
Students may request to participate in Commencement activities if, at the end of Block 8
of their senior year, they:
1. (a) are within 2 courses of completing their degree requirements, or (b) have only
student teaching and their education seminar remaining;
2. Have earned at least 29 course credits;
3. have a grade point average of 2.0 or higher; and,
4. have paid in full the balance on their Cornell accounts.
In such cases the student receives a blank diploma jacket and is not considered a
graduate. Students will be awarded their diplomas on the degree conferral date
immediately following completion of their degree requirements. Students who
participate in the Commencement exercises as non-graduates may not participate again
when their degree is actually conferred. To apply for permission from the Academic
Standing Committee to participate as a non-graduate and to be graduated in August,
after Block Four, or the following spring, consult the Registrar before March 1.
Students who elect to participate in Commencement as non-graduates do so with the
understanding that they will not be ranked within the graduating class of that or any
other year and may not be eligible for certain honors or for election to honorary societies
that elect members from those seniors scheduled to be graduated in the spring. A
student who believes that he or she may qualify for such honors should postpone
graduation until the following spring and thereby retain her or his eligibility.
Non-graduates who elect to participate in Commencement have 16 months in which to
complete their final requirements, either by returning to Cornell or by transferring the
final credit(s) to Cornell. If the credits are not completed within that time period,
students are considered to be withdrawn and, if they wish to complete their degree at a
later date, must meet the requirements in effect in the Catalogue at that time.
Honors
Students who during their academic career at Cornell have distinguished themselves by
their outstanding scholarship may be eligible for either or both of the following
categories of Commencement Honors:
All-College Honors, based upon a cumulative grade point average for all courses taken
for grade point credit at Cornell College, provided that such courses total 20 or more (16
or more for transfer students), are indicated on the diploma as follows if the student's
average is within the indicated range:
summa cum laude
3.9000 - 4.0000
magna cum laude
3.7000 - 3.8999
cum laude
3.5000 - 3.6999
Cornell College 2016-17 Academic Catalogue 52
Honors in the Major, with the words "with distinction" printed on the diploma, may be
awarded by a major to graduating seniors who have successfully completed (1) a major
with a grade point average of 3.5 or higher in all courses taken within that major; (2) a
project or paper judged to be of honors quality by the faculty of the major; and (3) a
public oral examination on the project or paper (reviewed by at least three faculty
representing two different departments and selected by the major advisor in consultation
with the student) or a public exhibition or recital of artistic merit. Each major may
specify further requirements and establish its own procedures for evaluating the project
or paper. Students interested in earning Honors in the Major should confer with their
department or program chair by the beginning of their senior year.
Graduation Rate
Student Consumer Information, including graduation rates, are available on the
Institutional Research and Assessment website
.
Transcripts and Verification of Enrollment
The Registrar's Office is responsible for issuing transcripts and verifying the enrollment of
students. Fees and procedures related to ordering official transcripts can be found on the
Registrar's Office web site. Currently enrolled students can print unofficial copies of their
transcript from Self Service under the “Grades” tab at no charge.
The Registrar's Office will verify the enrollment of students for insurance, employment, or other
purposes as requested. In reporting enrollment status to organizations or agencies outside the
College, students enrolled for a minimum of three Block credits (12 semester hours) per
semester will be reported as "full-time." Students enrolled for two Block credits (eight semester
hours) per semester will be reported as "half-time," and students enrolled for fewer than two
Block credits per semester will be reported as "less than half-time." Students can print
enrollment verifications through the Registrar's Office secure web site.
Academic Review: Warning, Probation, and Suspension
The Academic Review Process is intended to help students meet the standards required for
graduation. The Academic Standing Committee regularly reviews the academic record of all
students enrolled in the College. Students are expected (a) to maintain a cumulative grade point
average (GPA) of 2.00 or higher, and (b) to earn one course credit every Block, so that they will
graduate in four years. Students may lose one course credit over their four years and still
graduate at the end of four years. Students are expected to earn at least 7 course credits during
their first year, at least 15 by the end of their sophomore year, and at least 23 by the end of their
junior year. Students must earn 31 credits to graduate. Transfer students and students who
withdraw from Cornell and then re-enter are assigned a class standing (e.g., sophomore) and are
expected to keep up with their class. (See also Satisfactory Academic Progress Policy.) When
students fall below or are at risk of falling below GPA expectations or falling behind on course
credits necessary for graduation, they are subject to academic notifications and sanctions.
Students who are in academic difficulty are expected to work with their instructors, their
academic advisors, the Coordinator of Academic Support and Advising, members of the
counseling staff, the Center for Teaching and Learning, the Registrar, other professionals, and
their parents to identify and resolve the problems that are causing their academic difficulties.
Cornell College 2016-17 Academic Catalogue 53
Students in academic difficulty should give serious thought to revising their registrations to
include courses in which they have a greater chance of success. Failure to heed these
notifications and to seek appropriate help may lead to continued academic difficulty which may
result in suspension and dismissal.
The gradations of notifications and sanctions issued by the Committee are described below.
These notifications and sanctions are arranged in order of seriousness.
Warning
Academic Warning is an indicator that the student may become liable for a more serious
academic sanction, including Suspension, if grades do not improve or the student does
not earn academic credits. Students on Warning have no restrictions on their right to
take courses and participate in all the activities of the College. However, they need to
monitor their activities to make sure that they do not fall into greater academic difficulty.
A student on Warning may be subject to suspension at the end of a semester for an
extremely poor academic performance (see 2.a.vi). A student on Warning may be
required to draw up, sign, and fulfill a Learning Contract. The Contract will bind the
student to additional conditions in order to continue as a student at Cornell.
Probation
Academic Probation is an indication that, unless improvement in a student’s academic
performance can be demonstrated, that student risks suspension from Cornell. Students
on Probation have no restrictions on their right to take courses and participate in all the
activities of the College. However, they need to bring up their semester or cumulative
GPA to 2.00 and/or make up lost credits as quickly as possible. They may need to curtail
their non-academic activities to make sure that they do not fall into even greater
difficulty. A student on Probation is required to draw up, sign, and fulfill a Learning
Contract. The Contract will bind the student to additional conditions in order to continue
as a student at Cornell.
Suspension and Probationary Suspension
The phrase “subject to suspension” means that the Academic Standing Committee places
students on Suspension or Probationary Suspension at its own discretion. The primary
criterion for determining a student’s probationary status is whether the student has a
reasonable chance to graduate from Cornell if that student continues at Cornell or
whether the student would benefit from time spent away from the College.
Students whose academic record is such that they are subject to Suspension at the end of
a semester are given the opportunity to (a) explain their academic troubles, (b) outline a
plan for improving their academic performance, and (c) discuss their commitment to
following through on this plan. They must submit this information to the Committee
prior to the time the Committee meets to conduct its academic review of students for the
semester. The actions of the Committee are not subject to appeal.
Cornell College 2016-17 Academic Catalogue 54
Probationary Suspension
Students who are subject to suspension but who have, prior to the Academic
Standing Committee’s deliberations, presented a plan for improving their academic
performance that the Committee deems compelling, may be placed on Probationary
Suspension. These students continue on Probation but may have additional
restrictions and obligations as specified by the Committee. Students whom the
Committee deems to have violated these additional restrictions and obligations will
be subject to Academic Suspension.
Suspension
An individual who is suspended for unsatisfactory academic performance has their
status as a student revoked and is denied permission to continue to attend classes, to
enroll in subsequent terms, to reside in College housing, to receive Cornell-funded
financial aid, and to participate in Cornell-sponsored extracurricular activities in
ways that are not also open to the general public. The student must leave the campus
within three days after notification unless granted an extension by the Dean of
Students. The individual may apply for readmission to the College once they have
met stipulations laid out in their suspension letter.
Dismissal
Students are academically dismissed if they have been suspended once before in their
career at Cornell, have been readmitted, and are now being suspended for a second time.
Such students are not permitted to apply for readmission to the College.
The Academic Standing Committee reviews students’ records after each Block. The conditions
under which students are liable for a notification or sanction are described below.
1. After each of Blocks 1-3 or 5-7 (see Fig. 1) students are:
a. Given an ACADEMIC WARNING
i. if their cumulative GPA falls below 2.0 (Note: first-Block students are allowed
one C- before this category applies to them.), or
ii. if the average GPA of their four most recent courses falls below 1.25.
b. Placed on ACADEMIC PROBATION
i. if they receive a second grade of F or NC within a semester.
ii. if their cumulative GPA is below 2.00 and the average GPA of their four most
recent courses falls below 1.25.
2. After each semester, students are:
a. Reviewed for grade performance (see Fig. 2) and
i. Given an ACADEMIC WARNING if their cumulative GPA is above 2.0, but their
semester GPA is between 1.25 1.99.
ii. Placed on ACADEMIC PROBATION if their cumulative GPA is above 2.0, but
their semester GPA is below 1.25.
iii. Placed on ACADEMIC PROBATION if their cumulative GPA is below 2.0 and
semester GPA is between 1.25 1.99.
iv. Continued on ACADEMIC PROBATION if their cumulative GPA is below 2.0 and
their semester GPA above 2.0.
Cornell College 2016-17 Academic Catalogue 55
F
IGURE
1
A
CADEMIC
R
EVIEW AFTER EACH
B
LOCK
A
CADEMIC
WARNING
A
CADEMIC
PROBATION
Cumulative GPA <
Semester GPA < 1.25
2
nd
F or NC in a
v. Subject to SUSPENSION from the College if they have been on ACADEMIC
PROBATION for a semester and their semester GPA is below 2.0.
vi. Subject to SUSPENSION from the College if their cumulative GPA is below 2.00
and their semester GPA is below 1.25.
b. Reviewed for earned credit (see Fig. 3) and
i. Given an ACADEMIC WARNING if they will be unlikely to be graduated in four
years (32 Blocks). (See Fig. 4)
ii. Placed on ACADEMIC PROBATION if they will be unlikely to be graduated in
four and one-half years (36 Blocks). (See Fig. 4)
iii. Placed on ACADEMIC PROBATION, at the Committee’s discretion, if they have
lost two course credits during that semester (note the first vacation Block
taken in any academic year is not counted as a lost course credit). Students are
considered to have lost a course credit if they:
(a) take more than one vacation Block per year;
(b) receive a grade of F or NC; or
(c) withdraw from a course with a grade of W or WR. The words
“withdraw” and “withdrawal” refer to those situations in which students
receive a W or WR notation on their transcripts.
F
IGURE
2
A
CADEMIC
R
EVIEW AFTER EACH
S
EMESTER
GRADES
Cumulative GPA < 2.00 and Semester GPA
<1.25
Semester GPA < 2.00 and already on
Academic Probation for a semester
R
ISK
SUSPENSION
Cumulative GPA < 2.00; and
1.25 >Semester GPA <1.99
Cumulative GPA < 2.00 and Semester GPA
>2.00
Cumulative GPA > 2.00; and
1.25 >Semester GPA <1.99
Cumulative GPA > 2.00 but Semester GPA
<1.25
A
CADEMIC
WARNING
A
CADEMIC
PROBATION
C
ONTINUE ON
ACADEMIC
PROBATION
Cornell College 2016-17 Academic Catalogue 56
F
IGURE
3
A
CADEMIC
R
EVIEW AFTER EACH
S
EMESTER
A
CADEMIC
WARNING
A
CADEMIC
PROBATION
Unlikely to graduate in 4 years
Lost 2 credits in the course of that semester
Unlikely to graduate in 4 ½ years
F
IGURE
4
C
REDIT
E
XPECTATIONS
To graduate with 31 credits in 4 years (32 blocks),
students are expected to earn:
7 credits in their 1
st
year
15 credits by end of 2
nd
year
23 credits by end of 3
rd
year
Students who fail to achieve these numbers will receive an
Academic Warning. This warning citation may last until student
earns 27 credits.
To graduate in 4 ½ years (36 blocks), students are
expected to earn:
5 credits in their 1
st
year
13 credits by end of 2
nd
year
21 credits by end of 3
rd
year
Students who fail to achieve these numbers will be placed on
Academic Probation. This probation citation may last until
student earns 27 credits.
Cornell College 2016-17 Academic Catalogue 57
Leave of Absence
A non-academic leave may be granted by the Dean of Students because of medical, financial,
personal, family, or other problems that are best treated away from Cornell. A student who takes
an approved non-academic leave of absence is considered to have withdrawn from Cornell and
Cornell's withdrawal policy applies. A non-academic leave of absence is approved if
the student has made a written request to the Dean of Students; and
the Dean of Students has determined that there is a reasonable expectation the student will
return from the leave, and has granted written approval. Failure to return by the agreed
upon return date will result in the student being officially withdrawn from the College.
Cornell College policy restricts leaves of absence to a maximum of 90 days unless an extension is
granted by the Dean of Students.
During a leave, the student will be considered withdrawn from Cornell, thus, ineligible for Title
IV (federal) financial assistance during that time.
During a leave of absence, the student surrenders the privileges of regularly enrolled students,
and is, therefore, not permitted to live in College housing, use College facilities, or to participate
in any Cornell-sponsored extracurricular activities in ways that are not also open to the general
public.
Conditions for return include the student continuing to fulfill payment arrangements with the
College while on a leave of absence.
The student should consult with his or her insurance carrier regarding potential insurance
claims or medical expenses that may be acquired during a planned leave of absence.
This Leave of Absence policy does not refer to the Federal Title IV definition of a Leave of
Absence, but is a Cornell College policy.
For information on requesting an academic leave of absence for the purpose of participation in
off-campus study programs not affiliated with Cornell (see "Other Off-Campus Study").
Withdrawal from the College
To withdraw from Cornell College, a student must apply to the Dean of Students. Should a
student leave without official permission, he or she will have the grade of F recorded for each
course in progress. Students who have not attended classes for 60 calendar days and have not
filed for a Reduced Program (see Reduced Programs) or a Withdrawal will be dropped from the
College.
Students must vacate residence hall rooms within 48 hours of initiating the withdrawal process
unless permitted otherwise by the Dean of Students.
Students who are recipients of financial aid or who hold Cornell scholarships or campus
employment should, before withdrawing, discuss with the Office of Financial Assistance the
consequences if they later wish to return to Cornell and need aid.
Cornell College 2016-17 Academic Catalogue 58
Students who plan to finish an academic year but not return the following fall may not register
for classes, participate in room selection, and must notify the Dean of Students of their intended
withdrawal by the first Wednesday of Block Eight or the student's enrollment deposit will be
forfeited.
Readmission
A student who withdraws voluntarily, who is dropped for non-attendance, or who is suspended
for academic, disciplinary, or financial reasons is not guaranteed readmission. Such persons
may, however, apply for readmission to the Academic Standing Committee by sending their
request to the Registrar at least one month before the start of the Block in which they wish to re-
enroll. A Cornell student who leaves and is later readmitted returns under the Catalogue in
effect at the time of readmission. In the case of a student who was suspended, the appropriate
conditions, as stated in the letter of suspension, must have been satisfied before the Committee
will act upon the request. Students, regardless of the type of withdrawal or suspension, will be
evaluated for readmission on their academic achievement, good citizenship, and satisfactory
discharging of their financial obligations to the College while at Cornell and subsequently.
A student who has been classified by the College as a "readmitted student" is not eligible to
receive transfer scholarships offered by Cornell. Consult the Office of Financial Assistance with
any questions or concerns.
At the time the student withdraws voluntarily, is dropped for non-attendance, or is suspended
for academic, disciplinary, or financial reasons, the student forfeits any financial assistance that
was previously awarded. This includes any scholarship, grants, loans, or work study the student
may have had.
If the student is readmitted, his/her financial assistance, including previous academic and fine
arts awards, will be reviewed at that time and based upon current academic and financial
information.
Please contact the Financial Assistance Office if you have questions.
Cornell College 2016-17 Academic Catalogue 59
COURSES OF INSTRUCTION
General Information about Courses
Numbering
The first of the three digits which designate the courses of this Catalogue generally
indicates the following level or type of course:
1xx. introductory courses in the discipline;
2xx. intermediate courses in the discipline;
3xx. advanced courses in the discipline. These courses are not generally open to first-
year students;
4xx. courses for seniors and/or departmental majors. Some of these courses are seminar,
research, and thesis courses;
5xx. adjunct courses, almost all for 1/4 course credit;
6xx. Special Studies, open only to B.S.S. degree candidates;
7xx. music performance lessons and ensembles, English, and Theatre participation
activities; and
9xx. Cornell-affiliated off-campus programs.
Punctuation
When one course number is printed next to another, the following marks are used to
indicate their relation to each other:
hyphen-the first course is a prerequisite for admission to the second [MAT 327-328], or
the second to the third [RUS 101-102-103];
semicolon-the first course is designed for first year students and sophomores or non-
majors, the second course for majors or other advanced students in the department
[ART 231; 331].
Credit
Courses carrying one full course credit (the equivalent of four semester or six quarter
hours) have no notation after their titles. Exceptions are indicated: (1/4) one quarter of a
course credit; (1/2) one half of a course credit; (1/2-1) one half or one course credit, as
the student chooses and if the instructor concurs. (See One Course At A Time, item 5.)
Prerequisites
If a prior course or courses must be taken before another course can be taken, that
information is listed after the course description as "Prerequisite(s)." However, a student
who has taken or learned the equivalent of the prerequisite elsewhere may take the
course. Hence the phrase "or equivalent" is not generally used in this Catalogue.
Similarly, since any instructor may with sufficient cause waive the prerequisite(s) for a
course upon request, the phrase "or with permission of the instructor" is not generally
used either. Hence, when the phrase "permission of the instructor" does appear as the
sole prerequisite, it means that permission must be obtained before a student may
register for the course.
Cornell College 2016-17 Academic Catalogue 60
Finally, for brevity, the phrase "junior standing" is considered to apply here to both
juniors and seniors, and the phrase "sophomore standing" applies to all three upper
classes.
Repeat Policy
Course descriptions specifically indicate whether the course may be repeated for credit.
All courses which do not specify a repeat policy are subject to the rules specified under
the heading "Repeating Courses". See Repeating Courses.
Chronology
Courses that are described on the following pages without a chronological reference are
normally offered every year. The notation "alternate years" indicates that the course is
usually offered every other year. A few courses are "offered every third year." Others are
not offered on a regular basis and are designated as "not offered every year", "offered
upon request", or "offered subject to the availability of faculty".
When planning beyond the current year, students must take into account the fact that
some of their courses may not be offered every year and must therefore schedule such
courses in the years when they are offered. The actual offerings for any academic year are
published the preceding spring in the Course Schedule. For the scheduling of courses not
offered annually or not advertised on the Course Schedule, students should consult the
department chair or the instructor.
Abbreviations
The following notations are used: (CR)-a course graded only Credit/No Credit; (OP)-a
course where the student with the consent of the instructor may elect to receive either a
regular grade or Credit/No Credit; however, students who desire a regular grade must
inform the Registrar of this fact before the end of the third day of the term in which the
course is undertaken; (NS)-a course where the student cannot use the
Satisfactory/Unsatisfactory grading option.
Faculty
For a complete listing of all faculty engaged in the academic program, please refer to the
Faculty by Department website
Cornell College 2016-17 Academic Catalogue 61
The Catalogue of Courses, arranged alphabetically by Department. To see the
current course schedule, please see Self-Service or the online
Registration
System.
Anthropology (ANT)
See Sociology/Anthropology
Archaeology (ARC)
Advisors: Ellen Hoobler
Archaeology is a multi-disciplinary field that emphasizes the interpretation of material remains
in order to understand a culture's history, demographics, religions, economic exchange, political
systems, and social values. Archaeologists can specialize in traditionally scientific areas, such as
floral and faunal remains and forensic archaeology (biology), the chemical composition of
ceramics or preservation of delicate paintings (chemistry), or the petrology and geomorphology
of lithics and the ability to survey and map sites (geology). Archaeologists use computer
software to record and catalog data and to map, and sometimes reconstruct, ancient sites.
Historical archaeologists must be able to read coins, inscriptions, and the preserved writings of a
culture (languages). Finally, archaeologists need to be able to understand human interaction
(anthropology) suggested by the art and artifacts of a culture (art history). In short, to be a good
archaeologist, one needs a broad liberal arts education with emphases in one or more specific
areas.
Students may develop an individualized major in Archaeology by following the
recommendations given below and filing with the Registrar a
Contract for an Individualized
Major. See Declaration of Degree Candidacy, Majors, and Minors, item 3c. For students
intending to attend graduate school in Archaeology, it is also highly recommended to have an
additional major or minor in a related discipline (e.g., Anthropology, Art History, Classical
Studies, Geology, History, Religion, or Spanish).
Archaeology faculty members: Rhawn Denniston, John Gruber-Miller, Ellen Hoobler, ,
Christina Penn-Goetsch, Philip Venticinque
Major: A minimum of eleven course credits, at least five of which must be at the 300/400 level,
from the following categories:
1. Core courses: ANT 101 (Cultural Anthropology), 110 (Introduction to Archaeology); two
courses in biology, chemistry, or geology; and language through 205.
2. Courses defined by Time and Place:
Choose option 1 or 2 from each of the following two sections:
a. Time:
i. Pre-historic: ANT 105 (Human Origins); and either ART 223 (Utilitarian
Ceramics) or at least one additional course in science [e.g., CHE 202
(Analytical Chemistry); GEO 122 (Climate Change), 212 (Mineralogy), 320
(Geomorphology), 324 (Sedimentology and Stratigraphy)].
ii. Historical: at least one 300-level course in the language of the region you are
interested in studying.
Cornell College 2016-17 Academic Catalogue 62
b. Place:
i. Old World: three courses from art history, classical archaeology, or history
[e.g., ART 251 (Greek and Hellenistic Art), 252 (Etruscan and Roman Art),
263 (African Art); CLA 381 (Greek Archaeology), 382 (Roman Archaeology).
ii. New World: three courses from anthropology, art history, Latin American
Studies, or religion [e.g., ANT 206 (West Indian People and Culture); ART
265 (Ritual Arts of the African Diaspora), 266 (American Indian Art: Gender
and the Marketplace); HIS 141 (Latin American History); SPA 385 (Latin
American Culture and Civilization)].
3. Two additional courses related to archaeology approved by the student's archaeology
advisors.
4. Capstone Experience: Applied Archaeology 485 or Archaeology Capstone 485.
Highly recommended: CSC 222 (Geographic Information Systems), ANT 311 (Introduction
to Archaeological Field Methods) and/or some fieldwork or museum experience.
Other relevant courses may count toward the major with the permission of the archaeology
advisors.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
485. Applied Archaeology or Archaeology Capstone
Independent, interdisciplinary project, required of all majors during their senior year.
Prerequisite: permission of the Archaeology advisor.
Art and Art History (ART)
Susannah Biondo-Gemmell, Ellen Hoobler, Christina Penn-Goetsch (chair), Anthony Plaut
The offerings in the Department of Art and Art History are designed for the major who is
involved in the production of art and the study of art history, the major intending to teach art,
and the non-major who wishes to develop insight into the fields of studio art and art history
Studio Art Major: A minimum of 12 course credits in art and art history, which include the
following required courses: [1] three course credits in art history [AH], one of which must be
260, 264, 362, or 363; [2] five course credits in studio art [SA]; [3] one additional course in
studio art [SA] or art history [AH]; [4] 483 (to be taken in the senior year); and [5] 391 and 487
(to be taken in the senior year). Four of the above 12 courses must be at or above the 300 level.
ART 371 may not be counted toward the major. Transfer students must take a minimum of six
courses, including ART 391, 483 and 487, from the Cornell College Department of Art and Art
History.
Art History Major: A minimum of 11 course credits in art and art history: [1] three course
credits in studio art [SA]; [2] five course credits in art history [AH]; [3] 484; and [4] 392 and
487 (to be taken in the senior year). Four of the above 11 courses, including ART 392, 484, and
487, must be at or above the 300 level. ART 371 may not be counted toward the major. Transfer
Cornell College 2016-17 Academic Catalogue 63
students must take a minimum of six courses, including ART 484 and 487, from the Cornell
College Department of Art and Art History.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
art should seek admission to the Teacher Education Program. See the Education department
section for application and certification information (pages 109-111).
Minors: Two minors are available. No courses, except ART 103 and ART 104, may be counted
toward more than one minor under the supervision of the Department of Art and Art History.
Transfer students must take at least three courses from the Cornell College Department of Art
and Art History.
Art History Minor: A minimum of six course credits in art and art history which include at least
four art history courses [AH] and two studio art courses [SA]. Individual projects and tutorials
in art history (ART 292 and 392) or studio art (ART 291 and 391) will not be counted toward
fulfillment of the minor.
Studio Art Minor: A minimum of six course credits in art and art history which include at least
four studio art courses [SA], and two art history courses [AH], one of which must be 260, 264,
362, or 363. Individual projects and tutorials in art history (ART 292 and 392) or studio art
(ART 291 and 391) will not be counted toward fulfillment of the minor.
103; 203. Drawing I and II
Interaction with art elements, line, form, space, value, texture, pattern, and color, using limited
media. May be repeated as ART 203 taken with a different instructor. No S/U option. [SA] (Fine
Arts)
104. Studio Art Basics 3D
Introductory-level studio art course exploring art elements, concepts, and history. Three
versions are offered on a rotating basis: 2-D, 3-D, and Photo Imaging. No S/U option. [SA] (Fine
Arts)
151. Art and Culture (W)
A thematic introduction to the subjects of art history, the language, and the methods used in the
discipline, with a specific focus on the relationship of form and content. The course examines
works of art as expressions of social, intellectual, religious, and aesthetic values. No S/U option.
[AH] (Writing Requirement)
207. Photography
An introduction to camera use, black and white film, and darkroom techniques with an
emphasis on photography within an art context. The art department will provide students with a
35mm SLR film camera. Prerequisite: any 100-level studio art course. No S/U option. [SA] (Fine
Arts)
211. Sculpture
The making of three-dimensional art forms using a variety of techniques, primarily with clay,
plaster, and mixed media. Prerequisite: any 100-level studio art course. No S/U option. [SA]
(Fine Arts)
220-222. Topics in Studio Art
See Topics Courses. No S/U option. [SA] (Fine Arts)
Cornell College 2016-17 Academic Catalogue 64
223. Utilitarian Ceramics
What is the “language” of pottery and how does it differ from sculpture? What details must
artists consider as they create objects for the purpose of utility? In this course, students will use
clay to explore pottery forms and the role of functionality today. Students will learn both wheel-
throwing and hand-building techniques in order to create utilitarian ceramic objects. Both
historical and contemporary pottery will be explored through studio projects, art historical
readings/presentations, and individual research. Students will be involved in every step of the
ceramic process from mixing clay, forming and glazing functional works of art, and
loading/firing kilns. Prerequisite: any 100 level Studio Art course. No S/U option. [SA] (Fine
Arts)
224. Sculptural Ceramics
How does ceramics straddle the line between craft and high art? How does an artist use a
traditional craft medium, clay, in order to explore sophisticated concepts/ideas? In this course,
students will focus on clay as a sculptural medium. Students will learn hand-building
techniques, including pinch, coil, and slab, in order to create clay sculptures. The role and
processes of ceramic sculpture will be explored through studio projects, art historical
readings/presentations, and individual research. Students will be involved in every step of the
ceramic process from mixing clay, forming and glazing sculptural works of art, and
loading/firing kilns. Prerequisite: any 100 level Studio Art course. No S/U option. [SA] (Fine
Arts)
232; 332. Drawing Life I and II
A variety of drawing techniques and concepts explored with emphasis on the human figure. May
be repeated as ART 332. Alternate years. Prerequisite: any 100-level studio art course. No S/U
option. [SA] (Fine Arts)
238. Papermaking
This studio course introduces sculpture, installation, and bookmaking using handmade and
found paper. Students make Japanese, Nepalese, and European style papers and review the
work of current artists manipulating paper to express ideas. No S/U option. [SA] (Fine Arts)
242. Painting
An introduction to the use of acrylic paint as a fine art medium. Observational, abstract, and
non-objective approaches will be explored. Prerequisite: any 100-level studio art course. No S/U
option. [SA] (Fine Arts)
251. Greek and Hellenistic Art
A review of the ancient art of the Mediterranean provides a foundation for an examination of the
arts of ancient Greece from the Archaic to the Hellenistic periods. Offered every third year.
Elective for Classical Studies majors. No S/U option. [AH] (Humanities)
252. Etruscan and Roman Art
Hellenistic era through the end of the Roman Empire, including the visual arts from the
Etruscan peoples to the early Christians. Offered every third year. Elective for Classical Studies
majors. No S/U option. [AH] (Humanities)
256. Italian Renaissance Art
The visual arts of Italy from the late medieval period through the end of the sixteenth century.
Cornell College 2016-17 Academic Catalogue 65
Artists covered include Leonardo da Vinci, Michelangelo, Raphael, Donatello, and Titian.
Elective for Medieval and Early Modern Studies majors. No S/U option. [AH] (Humanities)
257. Medusa's Gaze: Art/Age of Galileo
Visual arts of Western Europe, from the early seventeenth century to the mid-eighteenth
century. Examples of seventeenth-century artists include Caravaggio, Bernini, Borromini,
Gentileschi, Rubens, Rembrandt, and Vermeer. Alternate years. Elective for Medieval and Early
Modern Studies majors. No S/U option. [AH] (Humanities)
259. Art, Identity, and Revolution: Late Eighteenth and Nineteenth Century Art
Investigation of four European movements (Neoclassicism, Romanticism, Realism, and
Impressionism) from the mid-eighteenth century through the nineteenth century. Subject to
availability of faculty. No S/U option. [AH] (Humanities)
260. Modern Art
Investigation of the development of Modernism and its demise during the second half of the
twentieth century. Multiple styles are discussed from the late nineteenth century to 1960. No
S/U option. [AH] (Humanities)
263. The Arts of West and Central Africa
Survey of the visual arts of Africa south of the Sahara based on the cycle of life in Africa. Culture
and art objects will be discussed thematically, focusing on issues of birth and abundance,
initiations, sexuality and partnership, status and royalty, secret societies, as well as death and
the ancestors. Topics discussed will include traditional dress, decorated utensils and weapons,
body arts, sculpture, painting, weaving, pottery, and architecture. The emphasis will be placed
on the object as art form and as conceptual tool to translate socio-political ideas. Offered every
third year. Elective for Ethnic Studies major. No S/U option. [AH] (Humanities)
264. African American Art: Intersectionality in the United States
This course provides an introduction to the visual arts produced by people of African descent in
the United States from colonial times to the present. Artists, art movements, the relationship of
art to politics, and the formation of racial and cultural identity will be examined. The emphasis
will be placed on the object as art form and as conceptual tool to translate socio-political ideas.
This course also counts towards the GSS major. Offered every third year. No S/U option. [AH]
(Humanities)
265. Arts of the African Diaspora: Latin America and the Caribbean
In this course, the religious and aesthetic practices of West and Central Africa and their
significance, preservation, and transformation in the Americas from the period of slavery to the
present will be examined. The focus of the class will be on the arts of Haiti, Cuba, Mexico, and
Brazil. No S/U option. [AH] (Humanities)
266. American Indian Art: Gender and the Marketplace
Introduces students to traditional and contemporary art made by indigenous individuals and
groups in North America. Participants examine sculpture, painting, pottery, textiles, and human
adornment. The course is organized according to cultural areas; however, common thematic
issues and the effects of colonialism are stressed in discussion and assigned readings. This
course also counts towards the GSS major. Offered every third year. No S/U option. [AH]
(Humanities)
Cornell College 2016-17 Academic Catalogue 66
268. Pre-Columbian Mexico through its Art and Architecture
This class will explore, through the selection of a limited number of works of art and
architecture, the rich artistic traditions of pre-Columbian Mexico. Although the course’s
geographical and historical reach is large (spanning over 3,000 years of history and a broad
swath of North America), the works that we will examine are selective rather than
comprehensive, and certain recurring themes will be emphasized in class discussions. Such
themes include: Mesoamerican rulership and its representation; various cultures’ approaches to
life and death and how they are reflected in art and material culture; Mesoamerican cities and
urban planning; materials and “material meanings”; uses of technology in understanding the
pre-Columbian world; collecting the pre-Columbian past; and continuities of pre-Columbian
culture after 1521. Class discussions, one field trip, and assigned readings are intended to help
students in the critical evaluation of this art. Class sessions will be a mixture of illustrated
lectures and discussion. Elective for Latin American Studies majors. [AH] (Humanities)
274-279. Topics in Art History
Various art history offerings at the intermediate level. Courses integrate material from other
disciplines. Upcoming topics may include: Masculinity and the Male Nude, Museum Studies (In
Chicago, Illinois), Pre-Columbian Art, and Islamic Art and Architecture. See Topics Courses. No
S/U option. [AH] (Humanities)
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380. No S/U option.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390. No S/U option. Half-credit projects are not permitted.
291. Studio Tutorial
Sustained projects in studio art. Prerequisites: a minimum of three college-level art courses,
experience in the medium of the tutorial, and permission of the instructor at least two terms in
advance. May be repeated for credit. No S/U option. [SA]
292. Art History Tutorial
An examination of one or more areas of art history not included in the regular offerings, or
expanded research of a topic introduced in an art history course previously studied.
Prerequisites: a minimum of two college-level art history courses, appropriate experience in the
area of proposed study, and permission of the instructor at least two terms in advance. May be
repeated for credit. No S/U option. [AH]
306. Intermedia
Production and analysis of time-based visual art. Introduction to the practice, history, and
theory of avant-garde visual art in the twentieth century and beyond. Students will work
individually and collaboratively with video, sound, performance, photography and the internet.
Prerequisite: any 200-level studio art course. Alternate years. No S/U option. [SA] (Fine Arts)
307. Advanced Photography
Advanced work in photography, with opportunity for maximum creative activity. Prerequisite:
ART 207. Alternate years. No S/U option. [SA] (Fine Arts)
310. Collage and Assemblage
Studio course centered on the making, presenting, and analysis of two-and three-dimensional
Cornell College 2016-17 Academic Catalogue 67
art made from "found" materials. Students are responsible for acquiring suitable materials.
Prerequisite: any 200-level studio art course. Alternate years. No S/U option. [SA] (Fine Arts)
312. SculptureCasting
The making of three-dimensional art forms using mold-making techniques. Students will cast
clay and other sculptural materials. Prerequisite: any 200-level studio art course. Offered every
third year. No S/U option. [SA] (Fine Arts)
343. Observational Painting
Upper-level painting course with an emphasis on looking at the physical world and recording
these observations with paint. Subject matter will include still life, human figures, architecture,
and landscapes. Prerequisite: ART 242. Offered every third year. No S/U option. [SA] (Fine
Arts)
344. Abstract Painting
Upper-level painting course with an emphasis on looking at the physical world and then
responding with expressive exaggerations. Prerequisite: ART 242. Offered every third year. No
S/U option. [SA] (Fine Arts)
345. Non-Objective Painting
Upper-level painting course that explores the possibility of making paintings that have little or
no reference to material reality. Prerequisite: ART 242. Offered every third year. No S/U option.
[SA] (Fine Arts)
353-355. Advanced Topics in Studio Art
See Topics Courses. (Fine Arts)
361. Saints and She-Devils
Examination of some of the most common depictions of women during the late Medieval and
Renaissance periods, beginning with Eve and the Virgin Mary. Themes include popular images
of the hag, the witch, and the prostitute as well as other depictions that demonstrate how man is
led astray by feminine wiles. Readings span from the Bible and Thomas Aquinas to
contemporary scholars in gender studies. This course also counts towards the GSS major.
Prerequisite: GSS 171, HIS 102, HIS 304, HIS 319, REL 222 or any 200-level art history course.
Alternate years. No S/U option. [AH] (Humanities)
362. Art Since 1960
This course looks at the major movements, aesthetic theories, and critical debates related to art
in the late 20th century in order to gain a better understanding of the diversity of contemporary
practices. Students will be introduced to minimalism, conceptual art, institutional critique,
feminist art, process and body art, postmodernism, and globalism. Prerequisite: Any 200-level
art history course. Alternate years. No S/U option. [AH] (Humanities)
363. Feminist Art
Investigation of the feminist art movement of the 1970s to the present, as well as contemporary
artwork by women artists. Readings and lectures focus on feminist approaches to gender,
ethnicity, class, sexual orientation, and colonialism. This course also counts towards the GSS
major. Prerequisite: 200-level art history course or GSS 171. Alternate years. No S/U option.
[AH] (Humanities)
Cornell College 2016-17 Academic Catalogue 68
364. Rome Reborn: Caput Mundi in Ancient, Renaissance, and Modern Contexts
Antiquity, Christianity, and Facism (in Rome)
This upper-level course, traces the history of the Eternal City from antiquity and the world of
Julius Caesar and Augustus to the Rome of the early modern popes and the imperialist vision of
Fascist dictator Benito Mussolini. Topics include the evolution of the ancient city into the capital
of the Roman Empire, the Christianization of Rome and the Church Triumphant of the Counter
Reformation as well as urban planning and reconstruction under Mussolini. This course is
particularly appropriate for students interested in the use of art, architecture, and urban design
as persuasive or visual rhetoric. In Rome. Prerequisite: junior or senior standing or completion
of a 200-level art history course. Additional fee required. No S/U option. (Humanities)
371. Art Methods
Current K-12 methods in the teaching of art. Special emphasis on the materials and methods
needed to be a creative art teacher. Lesson and unit design, computer applications, student
assessment, classroom management, and 30 hours of observation and practicum work in the
local schools. Required of all Education majors seeking K-6 and/or 7-12 certification
recommendation(s) in art. Optional for general elementary education majors. This course
cannot be used for credit toward an Art major or minor. Prerequisites:EDU 205, EDU 215, EDU
230, EDU 240, and admission to Teacher Education Program. No S/U option. (Teacher
Preparation)
375-379. Advanced Topics in Art History
Examination of particular themes in art history. The course integrates material from other
disciplines. Upcoming topics may include: African Masquerade; Mexican Modernism; The
Sistine Chapel; Leonardo, Michelangelo, and Raphael; Monet and the Impressionists; Frida
Kahlo and Georgia O'Keeffe; Art and Empire; Classical Architecture; and the City of Rome (In
Rome, Italy). Prerequisite: 200-level art history course or permission of instructor. Alternate
years. No S/U option. See Topics Courses. [AH] (Humanities)
391. Advanced Studio Tutorial
Sustained projects in studio art. Prerequisites: a minimum of three college-level art courses,
experience in the medium of the tutorial, and permission of the instructor at least two terms in
advance. May be repeated for credit. No S/U option. [SA]
392. Advanced Art History Tutorial
An examination of one or more areas of art history not included in the regular offerings, or
expanded research of a topic introduced in an art history course previously studied.
Prerequisites: a minimum of two college-level art history courses, appropriate experience in the
area of proposed study, and permission of the instructor at least two terms in advance. May be
repeated for credit. No S/U option. [AH]
483. Studio Art Seminar
Readings and discussions about theories of art in conjunction with a studio practicum. Includes
a week long stay in Chicago. Additional fees requried. No S/U option. Prerequisite: ART 260,
264, 362, or 363. Junior standing and declared Studio Art major. [SA]
484. Art History Seminar
Readings and discussions about theories of art and the methodologies of art history with a
practicum. Includes a week long stay in Chicago. Additional fees required. Alternate years. No
S/U option. Prerequisites: declared Art History major. [AH]
Cornell College 2016-17 Academic Catalogue 69
487. Senior Thesis
A substantial capstone project to be completed during the senior year. Studio majors conceive,
create, and mount an exhibition of a new body of work. Art history majors research an art
historical problem, write a research paper, prepare an abstract, and provide a public
presentation of their work with the goal of creating an original contribution to the discipline. An
oral defense is required for either major. No S/U option.
514. Life Drawing (1/4)
Open studio for working from the human figure. Does not fulfill fine arts credit. (CR) No S/U
option.
951. London and Florence: Arts in Context: See ACM Programs
952. Florence: Arts, Humanities, and Culture: See ACM Programs
967. ACM: Chicago Program - Arts, Entrepreneurship & Urban Studies: See ACM
Programs
Biochemistry and Molecular Biology (BMB)
Program Advisors: Jeffrey Cardon and Craig Tepper
Faculty: Jeffrey Cardon, Barbara Christie-Pope, Marty Condon, Charles Liberko, S. Andy
McCollum, Tammy Mildenstein, Brian Nowak-Thompson, Jai Shanata, Cynthia Strong, Craig
Teague, Craig Tepper
This interdisciplinary major is designed to prepare students for graduate school or a technical
career in biochemistry/molecular biology. It is also a suitable preparation for the health
professions. The curriculum is drawn from the Departments of Biology and Chemistry, with
emphasis on cellular biology, genetics, and biochemistry, and laboratory techniques in these
areas.
Major: A minimum of 13 course credits (12 courses if CHE 161 is taken) in Biology and
Chemistry, which include these 12 required courses: BIO 141 and 142 (Foundations: Cellular
Biology, and Foundations: Organismal Biology), BIO 205 (Cell and Molecular Biology), BIO 315
(Genetics); CHE 121 and 122 (Chemical Principles I and II) or 161 (Accelerated General
Chemistry), CHE 202 (Analytical Chemistry), CHE 225, 326, and 327 (Organic Chemistry I, II,
and Laboratory), CHE 334 (Biochemistry); BMB 485 (Problems); and one course selected from
BIO 305 (Advanced Topics in Molecular Biology), BIO 313 (Developmental Biology), BIO 326
(Microbiology), BIO 327 (Immunology), BIO 328 (Neurobiology), BIO 335 (Chemical Ecology)
or CHE 323 (Physical Chemistry I).
Recommended courses are BIO 211 (Evolution); MAT 121 and 122 (Calculus of a Single
Variable and Calculus of Several Variables); PHY 141-142 (Introductory Physics I and II) or PHY
161-162 (General Physics I and II); and PHY 263 (Laboratory Physics).
Biochemistry/Molecular Biology majors desiring to minor in Chemistry must complete at least
two appropriate courses in Chemistry beyond those counted for the Biochemistry/Molecular
Biology major. Biochemistry/Molecular Biology majors desiring to minor in Biology must do so
by completing BIO 211, BIO 321, and an upper-level elective course chosen from the plant or
animal grouping. (See Declaration of Degree Candidacy, Majors, and Minors.)
Cornell College 2016-17 Academic Catalogue 70
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
485. Problems
Investigation of a problem in biochemistry and/or molecular biology, including a review of the
literature, collection and interpretation of data, and writing of a research report. May be
repeated once for credit. For seniors and advanced juniors. This is a capstone expreience for
BMB majors. Arrangements must be made with the instructor before registering.
Biology (BIO)
Jeffrey Cardon, Barbara Christie-Pope, Marty Condon, S. Andy McCollum, Tammy Mildenstein,
Brian Nowak-Thompson (chair), Craig Tepper
Major: A minimum of 13 courses (12 courses if CHE 161 is taken), including at least 10 courses
in Biology, eight of which must be at or above the 200 level; also CHE 121-122 (or 161), and 225
(Chemical Principles I, II, or Accelerated General Chemistry, and Organic Chemistry I).
The courses in Biology must include the seven core courses listed below and at least one course
from each of the other three groupings:
Core Courses
BIO 141 Foundations: Cellular Biology
BIO 142 Foundations: Organismal Biology
BIO 205 Cell and Molecular Biology
BIO 211 Evolution
BIO 315 Genetics
BIO 321 Ecology
Capstone Experience: BIO 485 Biological Problems or BMB 485 Problems
Cell Grouping
Plant Grouping
Animal Grouping
BIO 305 Advanced Molecular
Biology
BIO 209 Plant Morphology
BIO 254 Ornithology
BIO 313 Developmental Biology
BIO 332 Plant Systematics
BIO 308 Invertebrate Zoology
BIO 326 Microbiology
BIO 312 Vertebrate Zoology
BIO 327 Immunology
BIO 334 Animal Behavior
BIO 328 Neurobiology
BIO 337 Entomology
BIO 335 Chemical Ecology
BIO 381 Topics- Animal
BIO 384 Topics- Animal
Appropriate supporting work in chemistry, physics, and mathematics is also strongly
recommended.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
science should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Minor: A minimum of seven course credits (six courses if CHE 161 is taken), which include BIO
141, 142 and CHE 121-122 (or 161). Students may elect either of the following two ways to
complete the minor: (1) CHE 225, BIO 205, and BIO 315; or (2) BIO 211, BIO 321 and one
Cornell College 2016-17 Academic Catalogue 71
upper-level elective course in Biology. Environmental Studies majors may receive a minor in
Biology by completing the first track, or by completing the second track only if two of the upper-
level Biology courses counted toward the minor are not counted toward the Environmental
Studies major. Biochemistry/Molecular Biology majors may receive a minor in Biology only by
completing the second track with an upper-level elective course chosen from the plant or animal
grouping. (See Declaration of Degree Candidacy, Majors, and Minors.)
Concentration: Students should consult with the Department concerning programs leading to
graduate work in zoology, botany, or the health sciences; to high school teaching; to admission
to schools of medicine and dentistry; and to various careers in the biological sciences.
Note: Students intending to take advanced work in Biology and all preprofessional students
(medicine, dentistry, etc.) should take BIO 141 and 142.
103. Investigations
Investigative approach to the solution of biological problems, emphasizing designing, executing,
and interpreting research. Specific research areas are confined to the interests of each
instructor. Recommended for non-science majors. (Laboratory Science)
106. Biology for the Schools
Basic biology, emphasizing the investigative approach to solve biological problems. Students will
design, execute, and interpret research. Class projects will teach application of scientific method
and basic laboratory techniques. Research topics will vary with each instructor. Recommended
for Education majors. (Laboratory Science)
108-109. Introductory topics in Biology
Selected areas of biology, emphasizing the application of biological concepts and theory to
humans and their environment. Topics vary each term. See Topics Courses. Recommended for
non-science majors. (Science)
141. Foundations: Cellular Biology
The course introduces students to the principles of cell structure, cell function and information
transfer by emphasizing the investigative approach to biological questions. Students design,
execute, and interpret research. Research topics will vary with each instructor. This course is a
prerequisite for most upper-level Biology courses. (Laboratory Science)
142. Foundations: Organismal Biology
The topics of genetics, evolution, speciation, classification, the diversity of life, ecology,
biological communities, and animal behavior. This course is a prerequisite for all upper-level
Biology courses. (Laboratory Science)
205. Cell and Molecular Biology
Basic metabolism and organization of cells and intracellular organelles. Introduction to the
structure and synthesis of biological macromolecules. Prerequisites: BIO 141, BIO 142, and CHE
225. (Laboratory Science)
207. Systems Physiology
Fundamental study of the complementarity of human anatomical structure and physiological
function of the integumentary, endocrine, nervous, muscular, cardiovascular, respiratory, and
renal systems. Special emphasis on development of a mechanistic understanding of organ
Cornell College 2016-17 Academic Catalogue 72
system function and integrated physiological function across systems to promote homeostatic
regulation in the human body. Inclusion of experiential learning through laboratory activities.
Prerequisite: sophomore standing. Cross Listed as KIN 207. (Laboratory Science)
209. Plant Morphology
Structure and function of plants. Ecological, evolutionary, and physiological perspectives.
Prerequisite: BIO 141 and BIO 142. (Laboratory Science)
211. Evolution
Principles of evolution. Emphasis on modern evolutionary biology, evidence, and methods of
hypothesis testing. Prerequisite: BIO 141 and BIO 142. (Laboratory Science)
230. Conservation Biology
Ecological, evolutionary, and other biological principles and their application to the
maintenance of global and local biodiversity. One or more field trips may extend beyond normal
class hours. Prerequisite: BIO 142. (Science)
254. Ornithology
Basic biology of birds, emphasizing taxonomy, structure, ecology, behavior, distribution, and
natural history. May include an extended field trip. Other field trips may extend beyond normal
class hours. Prerequisite: BIO 142. Alternate years. (Laboratory Science)
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
281-285. Topics in Biology
Study of a selected topic of current interest or concern in biology. See Topics Courses.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
305. Advanced Molecular Biology
A continuation of BIO 205, with coverage of a topic of interest in molecular biology such as
virology, aging, cytoskeleton, gene regulation, hormones, or oncology. Prerequisite: BIO 205.
(Laboratory Science)
308. Invertebrate Zoology
Structure, classification, physiology, reproduction, life history, natural history, ecology, and
evolution of invertebrates. Prerequisites: BIO 211 or BIO 141, 142, and permission of instructor.
Offered subject to the availability of staff. (Laboratory Science)
312. Vertebrate Zoology
Survey of the biology of vertebrates, emphasizing structure, classification, physiology,
reproductive biology, ecology, natural history, and evolution. Prerequisites: BIO 211 or BIO 141,
142, and permission of instructor. Offered subject to the availability of staff. (Laboratory
Science)
313. Developmental Biology
Principles of development with an emphasis on early developmental changes. The course
focuses on cellular and molecular changes associated with gene expression, induction, and
morphology. Prerequisite: BIO 205. Alternate years. (Laboratory Science)
Cornell College 2016-17 Academic Catalogue 73
315. Genetics
Principles of inheritance in plants and animals. Emphasis on the laws of heredity and molecular
genetics. Laboratory research in molecular genetics. Recommended for juniors and seniors. Not
to be taken in the same academic year as BIO 205. Prerequisite: BIO 205. (Laboratory Science)
321. Ecology (Wilderness Field Station)
Ecological theory. Why do individuals and species live the way they do, in the numbers they do,
in the areas they do; and what environmental influences guided their evolution? Field trips may
extend beyond normal class hours. Prerequisites: BIO 211 and permission of instructor.
(Laboratory Science)
326. Microbiology
Survey of microbial world with emphasis on bacterial genetics and metabolism, and the role of
microbial activities in the environment. Prerequisite: BIO 205. (Laboratory Science)
327. Immunology
A study of the human immune system including the basic principles involved in host defense
mechanisms and methods of immunology. Prerequisite: BIO 205. Alternate years. (Laboratory
Science)
328. Neurobiology
The molecular, cellular, and physiological aspects of the nervous system. Emphasis is placed on
basic properties of nerve cells, neural circuits, and organization and function of the mammalian
nervous system. Prerequisite: BIO 205. Alternate years. (Laboratory Science)
329. Human Anatomy and Physiology I
An integrative approach to understanding basic anatomical and physiological relationships of
the nervous, endocrine, immune, cardiovascular, respiratory, and excretory systems of the
human. Prerequisites: BIO 205. Alternate years. No S/U option. (Laboratory Science)
330. Human Anatomy and Physiology II
An integrative approach to understanding basic anatomical and physiological relationships of
the human skeletal, muscular, digestive, and reproductive systems and the control of these
systems by the nervous and endocrine systems. Prerequisites: BIO 205. Alternate years. No S/U
option. (Laboratory Science)
332. Plant Systematics
Evolution and classification of vascular plants with an emphasis on field identification of
flowering plants. Prerequisite: BIO 211. (Laboratory Science)
334. Animal Behavior
Evolution, development, causation, and function of behavior with emphasis on the origins and
adaptive function of behaviors of vertebrates and invertebrates. This course includes one
overnight field trip which requires an additional fee for lodging and facility rental. Other field
trips may extend beyond normal class hours. Prerequisite: BIO 211. (Laboratory Science)
335. Chemical Ecology
This course explores how organisms use naturally occurring chemicals to influence ecological
interactions. Case studies will illustrate both interspecific and intraspecific interactions among
plants, insects, animals, and microbes, including behaviors such as mate selection, colony
Cornell College 2016-17 Academic Catalogue 74
organization, and defense. Some attention will be given to the biochemical origins of these
compounds. Prerequisite: BIO 205. Alternate years.
337. Entomology
The evolutionary history, morphology, taxonomy, physiology, ecology, behavior, and economic
importance of insects. Laboratories will focus on sampling, preservation, identification, and
experimentation with insects. Field trips may extend beyond normal class hours. Prerequisites:
BIO 211 or BIO 141, 142, and permission of instructor. Offered every third year. (Laboratory
Science)
381-385. Advanced Topics in Biology
Advanced examination of a selected topic of current interest or concern in biology. See Topics
Courses.
399. Preservation Ecology Summer Internship
Field experience during the summer under the auspices of the Iowa Nature Conservancy in
preservation ecology techniques, including biological resource assessment, monitoring animal
and plant populations, landowner contacts, mapping, preparing reports, and designated
preserve management tasks. Prerequisites: (1) at least five term credits in Biology; (2) at least
two of the following: BIO 209, 254, 308, 312, 321, 332, 334, or 337; (3) junior standing; and
(4) acceptance by the Nature Conservancy.
483. Senior Seminar in Biology
Readings, presentations, and discussions from the recent research literature focused on an area
of interest and/or expertise of the instructor. Prerequisites: BIO or BMB major and senior
standing. Recommended prerequisite: BIO 315.
485. Biological Problems
Investigation of a biological problem, including a review of the literature, collection and
interpretation of data, and writing of a research report. May be repeated once for credit.
Intended for seniors or advanced juniors, this is a capstone experience for Biology majors.
Arrangements must be made with the instructor before registering.
511. Extended Research in Biology (1/4)
Reading in depth on a topic of current interest and the pursuit of an experimental or theoretical
problem related to the topic. This adjunct course must be taken over four successive terms.
Prerequisite: permission of instructor.
901. Audubon Center of the North Woods: Wolf and Lynx Ecology Experiences in
Northern Minnesota: see Cornell-Approved Domestic Off-Campus Programs.
963. Oak Ridge Science Semester: see Cornell-Approved Domestic Off-Campus Programs.
Cornell College 2016-17 Academic Catalogue 75
Chemistry (CHE)
Jeffrey Cardon, Charles Liberko, Brian Nowak-Thompson, Jai Shanata, Cynthia Strong (chair),
Craig Teague
The Department of Chemistry has been approved by the American Chemical Society (ACS) for
the professional training of chemists at the undergraduate level.
Major: A minimum of 10 course credits in Chemistry (9 courses if CHE 161 is taken), which
include the following: CHE 121, 122, 202, 225, 323, 324, 326, 327, and two additional courses at
the 300 level, excluding 380; mathematics through MAT 122 (Calculus of Several Variables);
and either PHY 161, 162, and 263 (General Physics I, II, and Laboratory) or, with permission of
the Department, PHY 141, 142, and 263 (Introductory Physics I, II, and Laboratory). To fulfill
the capstone requirement, each student must submit a portfolio of work and have it approved by
the department, as described on the department website.
ACS Certification: A minimum of 12 course credits in Chemistry (11 courses if CHE 161 is
taken), which must include CHE 121, 122, 202, 225, 323, 324, 326, 327, 333, 334, 335, one
additional course at the 300 level, excluding 380, and a major research experience. Also
required are PHY 161, 162, and 263; and mathematics through MAT 221 (Linear Algebra).
Students seeking certification should confer with the Department chair to make certain that they
will satisfy all the requirements.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
science should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Minor: A minimum of five course credits in Chemistry, excluding 280 and 380, which include
CHE 202 and at least three additional courses numbered 200 or higher.
Biochemistry/Molecular Biology majors desiring to minor in Chemistry must complete at least
two appropriate courses in Chemistry beyond those counted for the Biochemistry/Molecular
Biology major. (See Declaration of Degree Candidacy, Majors, and Minors.)
Concentration: Students should consult with the Department concerning major programs
which lead to graduate work in chemistry, chemical physics, biochemistry, and medicine, or to
industrial employment.
Note: The Summer Research Program of the Department of Chemistry provides an opportunity
to spend a summer at Cornell College working on a research project with a member of the
Chemistry faculty. Interested students should consult a faculty member in the Department.
103. Investigations in Chemistry
Hands-on investigation of selected topics in chemistry with an emphasis on contemporary topics
with practical, real-world applications. Topics vary each term. Intended for non-science majors.
Can be repeated for credit when the topic is different. (Laboratory Science)
108. Introductory topics in Chemistry
Selected topics in chemistry with an emphasis on contemporary topics with practical, real-world
applications. Topics vary each term. See Topics Courses. Intended for non-science majors. Can
be repeated for credit when the topic is different. (Science)
Cornell College 2016-17 Academic Catalogue 76
111. Chemistry in the Natural World
Basic concepts of chemistry and their implications for a technological society. Emphasis on
quantitative and qualitative aspects of chemistry as they apply to topics of importance today.
Intended for non-science majors. No previous study of chemistry required. (Laboratory Science)
121. Chemical Principles I
Fundamental concepts of chemistry, mole concept, energy, theories of the atom and the
chemical bond, and molecular geometry. This course is intended primarily for those considering
a major in science. (Laboratory Science)
122. Chemical Principles II
Rates of chemical reactions, equilibrium, acids and bases, electrochemistry, and an introduction
to thermodynamics. Reactions and properties of selected elements and their compounds.
Prerequisite: CHE 121. (Laboratory Science)
161. Accelerated General Chemistry
Fundamental concepts of chemistry: atomic theory, quantum theory, bonding, states of matter,
thermodynamics, equilibrium, and kinetics. The course is designed for students who have a
good understanding of atoms, molecules, and mole calculations. This course is the equivalent of
CHE 121 and 122. Credit may be given for either 161 or 121-122, but not both. Prerequisite:
placement exam or permission of the instructor. (Laboratory Science)
202. Analytical Chemistry
Concepts of analysis, volumetric techniques, and an introduction to instrumental techniques.
Prerequisite: CHE 122 or CHE 161. (Laboratory Science)
225. Organic Chemistry I Lecture
Chemistry of carbon compounds. Determination of molecular constitution and configuration
and the chemistry of common functional groups. Prerequisite: CHE 121 or CHE 161. (Science)
260-262. Topics in Chemistry
Study of a selected topic in chemistry. See Topics Courses.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
Does not fulfill major or minor requirement.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
323. Physical Chemistry I
Concepts of physical chemistry, including the kinetic-molecular theory of gases, kinetics,
quantum mechanics, atomic and molecular structure and energetics, spectroscopy, symmetry,
and classical and statistical thermodynamics. Prerequisites: MAT 122 and CHE 122 or CHE 161.
Recommended prerequisite: PHY 263. (Laboratory Science)
324. Physical Chemistry II
Thermodynamics and descriptions of systems of equilibria from both classical and statistical
perspectives, molecular spectroscopy, quantum mechanics, atomic structure, and theories of
reaction rates. Prerequisite: CHE 323. (Laboratory Science)
Cornell College 2016-17 Academic Catalogue 77
326. Organic Chemistry II Lecture
Continuation of CHE 225. Methods of synthesis and the reactions of organic compounds.
Prerequisite: CHE 225. (Science)
327. Organic Chemistry Laboratory
Practical laboratory aspects of organic chemistry. Isolation and purification of substances; one-
step transformations of substances; and, possibly, synthesis projects. Prerequisite: CHE 326.
(Laboratory Science)
328. Advanced Organic Chemistry
Selected advanced topics of reaction mechanisms or syntheses of organic compounds.
Prerequisite: CHE 327. Not offered every year. (Laboratory Science)
333. Advanced Analytical Chemistry
Theory of analytical chemistry with an emphasis on instrumental methods. Prerequisites: CHE
202, CHE 323, and CHE 327. Not offered every year. (Laboratory Science)
334. Biochemistry
Cellular metabolism, with emphasis on energy extraction pathways and energy homeostasis.
The approach is primarily mechanistic with a quantitative discussion of kinetics, free-energy
changes, and the electrochemistry of electron transport chains. Prerequisites: BIO 205, CHE
202, and CHE 327. (Laboratory Science)
335. Advanced Inorganic Chemistry
Properties of inorganic compounds with emphasis on theories of bonding and the chemistry of
coordination compounds. Prerequisites: CHE 323 and CHE 327. Not offered every year.
(Laboratory Science)
339. Advanced Physical Chemistry
Quantum mechanics, symmetry and group theory, applications of thermodynamics, and
selected topics. Study of current research literature in physical chemistry. Emphasis on both
formal and informal methods of communication in science. Prerequisite: CHE 324. Not offered
every year. (Laboratory Science)
485. Chemical Research
Research in selected areas of chemistry. Prerequisite: a 300-level course in Chemistry
and permission of instructor.
511. Extended Research in Chemistry (1/4)
Reading coupled with research on a specialized topic. This adjunct course must be taken over
four successive terms. Prerequisites: departmental GPA of 3.0 or higher, prior completion of one
course in the Department at or above the 200 level, and permission of instructor. (CR)
512. Reading and Conversation in Chemistry (1/4)
Reading and discussion of current articles, historical texts, or general interest books about
chemistry. Readings are selected in consultation with the participating students. Course meets
weekly for one semester. (CR)
963. Oak Ridge Science Semester: see Cornell-Approved Domestic Off-Campus Programs.
Cornell College 2016-17 Academic Catalogue 78
Civic Engagement Minor (CIV)
Advisor: Janeve West
Minor: A minimum of six course credits including:
1. Three core courses: PHI 202 (Introduction to Ethics), SOC 101 (Sociological Perspectives)
or ANT 101 (Cultural Anthropology), and any 100 or 200 level Politics course except POL
282 (Public Policy).
2. One course in critical thinking/research methods: STA 201 (Statistical Methods I) or PHI
203 (Logic and Critical Thinking).
3. One course concerned with Efforts to Address Societal Issues. This category includes
courses such as:
ANT 222 - Applied
Anthropology
ECB 261 - Global
Environmental Economics
ENG 111 - (when the topic is: Bob
Dylan and the Language of
Protest)
ENG 331 - English Literature:
The Romantics
ENG 345 - Late Nineteenth
Century American
Literature
ENG 37x - (when the advanced topic
is: Southern African Art,
Literature, & Culture in Context)
ENV 101 - Environmental
Perspectives
EST 123 - Introduction to Ethnic
Studies
FRE 351 - Contemporary Literature I:
Writing as Political Action
GSS 393 - Global Feminism
HIS 154 - Making of Modern
America
HIS 255 - African American Lives
HIS 354 - U.S. Social History
Since 1940
PHI 109 - Ethics and Climate
Change
PHI 224 - Environmental Ethics
PHI 261 - Applied Ethics
POL 182 - Public Policy
POL 330 - Women and Politics
POL 332 - Human Rights
POL 333 - International
Organizations
POL 334 - Seminar: Strategies to
Alleviate Poverty
POL 346 - Political Economy of
Developing Countries
POL 35x - Education Policy in
America
POL 361 - Race, Sex and the
Constitution
POL 363 - Campaigns and
Elections
POL 366 - Constitutional Law:
Rights and Liberties
POL 367 - Urban Politics and Policy
POL 368 - Environmental
Politics and Policy
POL 371 - Wilderness Politics
and Policy
REL 362 - Holocaust and Response
PSY 276 - Multicultural
Psychology
SOC 248 - American Indians:
Culture, Activism and
Social Justice
SOC 255 - Media and the Public Mind
SOC 343 - Women:
Oppression & Resistances
SOC 348 - Race and Ethnic
Relations
SOC 376 - The African American Civil
Rights Movement
This course may not be double-counted for the student’s designated major and the minor
in Civic Engagement. A student must choose a course in this category specifically and
only for the Civic Engagement Minor.
4. One course in Applied Civic Engagement. This category includes courses such as the
following when they include a substantive applied civic engagement component: CIV
280/380 (Internship in Civic Engagement); ENG 370 (AIDS Literature, Film, and Social
Theory); and HIS 240 (Public Memory and Public History); HIS 364 (The Documentary
Imagination During the Great Depression); PSY 263 (when the topic is: Psychology, Social
Cornell College 2016-17 Academic Catalogue 79
Justice and Public Policy); PSY 380 (Human Services Practicum); and PSY 395 (Human
Services Practicum and Seminar).
5. In addition to the course in Applied Civic Engagement, a minimum of 25 noncredit hours
of civic engagement involvement over the course of at least two semesters
including volunteering, activism, and other civic engagement opportunities. At the end of
each semester, a student is required to submit a reflective essay assessing these experiences
in light of their academic minor program to the Civic Engagement Office, the Civic
Engagement Committee and his/her faculty advisor for the minor. The Civic Engagement
Committee will notify the Registrar once this requirement is completed.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
Classical and Modern Languages
Devan Baty, Tyler Carrington, John Gruber-Miller, Lynne Ikach, Carol Lacy-Salazar, Michael
Mosier, Marcela Ochoa-Shivapour, Alyssa Selmer, Philip Venticinque, Rebecca Wines
Foreign Study: All students are strongly encouraged to develop their language skills through a
study abroad experience. See Off-Campus Programs, especially ACM and SIT programs. Also
described there is the Department's Foreign Language Abroad Program (FLAP), which covers
programs abroad run by other institutions in modern languages taught at Cornell.
Cornell students may participate in Lake Forest College's International Study/Internship
Program in France through an agreement between the two colleges. Various summer intensive
language programs, such as the one at Beloit College, offer the opportunity to study some less-
widely-taught languages. In addition, the Department offers one-term courses taught by Cornell
faculty in international locations.
Spanish in Guatemala: The basic language sequence (SPA 101-205) as well as classes in
Advanced Conversation, Advanced Grammar, Guatemalan Culture, Guatemalan Literature, and
Anthropology of Guatemala may be taken in Antigua or Quetzaltenango through Proyecto
Lingüístico Francisco Marroquín or Juan Sisay Spanish School. The latter also offers volunteer
opportunities.
Courses in Translation: In order to introduce other cultures and literatures to students who have
not had the opportunity to study the particular foreign languages, the Department offers the
following courses in English translation. Such courses require no knowledge of the foreign
language. A full description of each course is given under the appropriate language.
CLA 216 Classical Mythology
CLA 264 Women in Antiquity
CLA 364 Masterpieces of Greek and Roman Theatre
CLA 372 Epic Tradition: Singer of Tales
CLA 373 Love and Sexuality in Greece and Rome
FRE 254 Bending Boundaries: Francophone Women in Translation
RUS 281 The "Other" in Russian Literature and Film
RUS 341 Classics of Nineteenth-Century Russian Literature
RUS 351 Change and Revolution in Russian Literature
RUS 355 Soviet and Post-Soviet Russian Literature and Film
Cornell College 2016-17 Academic Catalogue 80
Classical Languages
Classics (CLA)
Classics courses are taught in English and require no knowledge of the ancient languages.
111. Big Screen Rome (W)
Hollywood has long had an interest in using ancient Rome as a lens for understanding
contemporary America. Earlier Hollywood films, for example, have explored the rich and
famous (Antony and Cleopatra), slave revolts (Spartacus), chariot races (Ben Hur), raucous
parties (Fellini's Satyricon), the rise of Christianity (Quo Vadis), and the fall of empires (The Fall
of the Roman Empire). This course will explore Roman history and culture through the words,
stories, plays, and histories of eyewitnesses and other ancient authors and then, in viewing five
to six films, will ask why the Romans continue to command such interest in the popular
imagination and film. Offered in alternate years or every third year. (Writing Requirement)
216. Classical Mythology (in English)
Development of the myth, legend, and folklore of the ancient world, especially their place in
ancient Greek and Roman culture, and their survival in the modern world. (Humanities)
230. Cultural Crossroads in Antiquity: Egypt, Greece, and Persia (In Chicago)
Focusing on the history of Egypt from the New Kingdom (ca. 1600 BCE) to the conquest of
Alexander the Great (330 BCE) this course will examine the interactions between these empires,
kingdoms, and city states of Egypt, Greece, and Persia. In addition to a discussion of the society,
economy, and religion of Egypt, we will also examine the ways in which foreign rulers such as
the Persian king Cambyses, Alexander the Great, and the Ptolemies used and manipulated
ideologies and propaganda to solidify their claims to rule in Egypt, and the Egyptian responses
to those foreign rulers. Other topics include contact between Greece and Persia, the Persian
Wars, and the impact of the economic ties with Egypt on Greek society. Readings for the course
will include Egyptian, Greek, and Persian literary and documentary sources in translation; we
will also take advantage of the museum collections of the Oriental Institute at the University of
Chicago, the Art Institute of Chicago, and the Field Museum to supplement these texts with
material culture and art historical evidence. Offered every third year. (Humanities)
254. Greek History
This is an introductory course in Greek history that will cover major social, economic, and
political developments from the Archaic period in Greece to the rise of Alexander the Great.
Topics to be discussed include the formation of city states, Athenian Democracy, war with
Persia, the Peloponnesian War and the coming of the Hellenistic Age. Alternate years.
(Humanities)
255. Roman History
This is an introductory course in Roman history that will cover major social, economic, and
political developments from the founding of Rome to the reign of Constantine with an emphasis
on Rome's rise to power beginning with the Punic Wars to the reign of Constantine, who
transferred the capital of the empire to Constantinople. Topics to be discussed include the civil
wars, the creation of empire, Rome's place in the ancient Mediterranean world, Roman religion
and Christianity. Alternate years. (Humanities)
Cornell College 2016-17 Academic Catalogue 81
264. Women in Antiquity
Exploration of women's lives in classical Greece and Rome; women's role in culture, society, and
the economy; their experience of childbearing, marriage, and death; ancient social constructs of
the female. Sources include literature, history, medical texts, inscriptions, art, and architecture.
Alternate years. This course also counts towards the GSS major.
(Humanities)
274-279 . Topics in Classics
See Topics Courses.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
364. Masterpieces of Greek and Roman Theatre
Origins and rise of drama in ancient Greece and Rome; discussion of ritual, historical, and
modern performance contexts of various plays; their influence on modern theatre and cinema;
ancient and modern interpretations of comedy and tragedy. Topics may vary from year to year.
Course may be repeated with permission of the instructor. Prerequisites: Writing-designated
course (W) and sophomore standing. Offered every third year. (Humanities)
372. Epic Traditions: Classical and Modern Odysseys
A deep engagement with oral and written epic poems and narratives from early, medieval, and
contemporary cultures throughout the world. Epics may include Homer's Iliad or Odyssey,
Vergil's Aeneid, The Song of Roland, the west African Sun-Jata Epic, and Derek Walcott's
Omeros. Attention will be given to defining epic poetry, exploring the interaction of orality and
literacy, and understanding the performance traditions of these texts. Prerequisites: Writing-
designated course (W) and sophomore standing. Offered every third year. (Humanities)
373. Love and Sexuality in Greece and Rome (in English)
The theme of love from Sappho and Plato to Catullus and Ovid; the construction of sexuality in
the Greek and Roman world; women's place within the ancient tradition; its influence on the the
early modern period and on modern attempts at understanding love. Prerequisites: Writing-
designated course (W) and sophomore standing. Offered every third year. This course also
counts towards the GSS major. (Humanities)
375-379. Advanced Topics in Classics
See Topics Courses.
381. Greek Archaeology
Introduction to excavating techniques in Greek lands; study of the material culture of ancient
Greece in order to understand the society, religion, and customs of Bronze Age and Classical
Greece. Registration entails additional costs when the course is taught in Greece. Prerequisite: a
course from Classical Studies (CLA, GRE, or LAT) or Anthropology. Offered every four years.
(Humanities)
382. Roman Archaeology
Introduction to excavating techniques in Roman lands; study of the material culture of the
ancient Romans in order to understand their history and civilization from the monarchy to the
Cornell College 2016-17 Academic Catalogue 82
republic to the empire. Registration entails additional costs when the course is taught in Italy.
Prerequisite: a course from Classical Studies (CLA, GRE, or LAT) or Anthropology. Offered
every four years. (Humanities)
485. Advanced Classical Studies
An independent project undertaken in the senior year. Prerequisite: permission of the Classical
Studies Committee.
487. Junior/Senior Seminar
The seminar offers students an opportunity to investigate a key theme in Classical Studies, to
encourage reflection on the discipline as a whole, and to explore the modern reception of
classical texts and contexts through the completion of a research project based around the
thematic content of the seminar. The research project each student devises in consultation with
the instructor and the Classical Studies advisor will demonstrate his or her ability to integrate
knowledge of Greek and Latin language and literature with an understanding of Greek and
Roman culture as a culmination of their studies. Prerequisites: junior standing, completion of a
300-level course in either Greek or Latin, and at least two other 300-level courses in Classical
Studies. Offered every other year.
Greek (GRE)
101-102-103. Beginning Ancient Greek I, II, and III
Introduction to the language of ancient Greece, Alexander and his successors, and the eastern
Mediterranean. Students will learn the essentials of grammar, vocabulary, and Greek mythology
and culture through reading, speaking, and writing Greek; and read selections from classical
writers and the New Testament. No previous foreign language experience required. Offered
every third year. (Language)
205. Introduction to Greek Literature and Culture
Intensive engagement with a number of cultural topics through reading classical or Hellenistic
Greek texts, in tandem with listening, speaking, or writing in the target language. Topics may
include Greek myth, religious sanctuaries, art and architecture, Roman interaction with Greeks,
and Greek self-definition. Prerequisite: GRE 103. Offered every third year. (Language)
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
291. Intermediate Tutorial
Topic selected by the student in consultation with the instructor. Prerequisite: GRE 102. Offered
on request, subject to availability of faculty.
327. The Greek Hero
Consideration of the Greek concept of heroism with attention to how performance, genre,
gender, and social and cultural values shape the Greek view of the hero. Readings from Homer
or the Attic dramatists in the original Greek. Prerequisite: GRE 205. Offered every third year.
(Humanities)
Cornell College 2016-17 Academic Catalogue 83
334. Ancient Greek Politics, Society, and Culture
Readings and discussion of original Greek texts that cast light on the history, politics, society,
and culture of Greece and the ancient Mediterranean. Authors may include Arrian, Herodotus,
Lysias, Pausanias, Plato, Thucydides, Xenophon, or the Greek New Testament. Prerequisite:
GRE 205. Offered every third year. (Humanities)
365-369. Advanced Topics in Greek
See Topics Courses.
391. Advanced Tutorial
Topic selected by the student in consultation with the instructor. Prerequisite: GRE 291. Offered
on request, subject to availability of faculty.
511. Greek Reading Group (1/4)
Maintenance of Greek language skills through reading a variety of Greek authors. Texts selected
in consultation with the participating students. Course meets once a week for a semester.
Prerequisite: GRE 102 or permission of instructor. (CR)
Latin (LAT)
A major in Latin is currently available only as a teaching certification.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
Latin should seek admission to the Teacher Education Program. See the Education department
section for application and certification information (pages 109-111).
101-102-103. Beginning Latin I, II, and III
Introduction to the language of ancient Rome, its empire, the middle ages, and the early modern
world. Students will learn the essentials of grammar, vocabulary, and Roman history and culture
through reading, speaking, and writing Latin; increase English vocabulary through Latin
derivatives; and read selections from Latin writers from different eras. Offered two out of every
three years. (Language)
205. Introduction to Latin Literature and Culture
Intensive engagement with a cultural topic through reading Latin texts of the Republic or
Empire, in tandem with listening, speaking, or writing in the target language. Topics may
include Roman comedy, Roman performance culture, Roman banquets, or Roman elections.
Prerequisite: LAT 103. Offered two out of every three years. (Language)
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
291. Intermediate Tutorial
Topic selected by the student in consultation with the instructor. Prerequisite: LAT 102. Offered
on request, subject to availability of faculty.
312. Age of Cicero
Fall of the Roman Republic, as seen through the eyes of Cicero and his contemporaries, Catullus,
Lucretius, and Sallust. Prerequisite: LAT 205. Offered every third year. (Humanities)
Cornell College 2016-17 Academic Catalogue 84
313. Age of Augustus
Golden Age of Latin literature. Readings from Vergil, Horace, Ovid, or the Roman love elegists.
Prerequisite: LAT 205. Offered every third year. (Humanities)
368. Roman Historians
Readings from Tacitus, Livy, or Caesar in order to assess the Romans' contribution to and
influence upon the writing of history. Prerequisite: LAT 205. Offered every third year.
(Humanities)
391. Advanced Tutorial
Topic selected by the student in consultation with the instructor. Prerequisite: LAT 291. Offered
on request, subject to availability of faculty.
511. Latin Reading Group (1/4)
Maintenance of Latin language skills through reading a variety of Roman authors. Texts selected
in consultation with the participating students. Course meets once a week for a semester.
Prerequisite: LAT 102 or permission of instructor. (CR)
Modern Languages
French (FRE)
Major: A minimum of eight course credits in French at or above the 300 level, which include
FRE 301, 303, 311 or 312, and 411 or 412. A maximum of two elective upper-level courses in
other areas, approved beforehand by the Department as relevant to the major, may be
substituted for two of the elective French courses.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
French should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Minor: A minimum of five course credits in French at or above the 300 level, which include
FRE 301, 303, and 311 or 312.
Study Abroad: French majors are strongly encouraged to study abroad, and up to four course
credits taken on approved programs may be substituted for required major courses.
Note: Lectures and discussions in 300- and 400-level courses are in French unless otherwise
specified.
101-102-103. Beginning French I, II, and III
French 101-103 develop students’ linguistic and cultural proficiency. Coursework covers
speaking, listening, reading and writing in French. Successful completion of the beginning-level
language course sequence prepares students to function in a variety of authentic communicative
situations within a French speaking context and to become life-long language learners. All
French language classes, from the beginning to the advanced level, also develop students’
awareness and understanding of cultural phenomena in the Francophone world.
101. Beginning French I
French 101 is designed for true beginners in the language. Students are introduced to the
standard conventions of French pronunciation, grammar, and vocabulary, and focus is placed
on building students' foundation in linguistic proficiency through exercises in speaking, writing,
Cornell College 2016-17 Academic Catalogue 85
listening and reading. Students learn about where and how French is used in the world, and
about the French and French-Canadian educational systems. They learn how to discuss
pastimes, families, holidays, and events that will take place in the near future. (Language)
102. Beginning French II
In French 102, students build on their cultural and linguistic proficiency in French through
exercises in speaking, writing, listening and reading. Students learn how to talk about the
weather, recount and describe past actions and events, ask questions, make suggestions, express
opinions and emotions, order food and drink in a restaurant, and talk about where they live.
They also learn about different provinces and regional cultures within France, rites and rituals
in the Francophone world, and culinary traditions. Prerequisite: FRE 101. (Language)
103. Beginning French III
In French 103, students build on their cultural and linguistic proficiency in French through
exercises in speaking, writing, listening and reading. Students learn how to articulate if-then
statements, how to use future verb tenses, and how to use the conditional and subjective moods
in French. Students also learn how to talk about travel plans in the future, lodging, physical
health, the environment, civic responsibilities, technology, art forms, and French media.
Prerequisite: FRE 102. (Language)
165-166. Introductory Topics in French
See Topics Courses.
205. Intermediate French
In French 205, students refine their cultural and linguistic proficiency in French through
exercises in speaking, writing, listening and reading. Development of intercultural competencies
and knowledge of cultural differences between the US and the Francophone world, including
such topics as immigration and education, is a focus of this course. Prerequisite: FRE 103.
(Language)
206. Francophone Cultural Immersion
French 206 is for students who wish to achieve greater fluency and an understanding of life in a
Francophone destination. Past destinations include: Martinique, Aix-en-Provence, Québec and
Morocco. The course immerses students in French/Francophone culture through experiential
activities and excursions, site visits, group discussion, selected readings and daily interactions
with native speakers from the local community, and may include a homestay. Registration
entails additional costs. Alternate years. FRE 103. (Language)
254. Bending Boundaries: Francophone Women in Translation
Works by representative women writers will be examined in light of contemporary views of
feminism, femininity, and cultural differences. All work in English. No knowledge of French
required. May be counted as a 300-level course for French majors with permission of instructor.
Offered subject to the availability of faculty. This course also counts towards the GSS major.
(Humanities)
265-266. Topics in French or Francophone literature or culture
See Topics Courses.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
Cornell College 2016-17 Academic Catalogue 86
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
301. Composition and Conversation
Focus on conversational French and refinement of grammar in writing and speaking. Discussion
and analysis of current events in the media and exploration of a variety of different genres,
including French ads, fait-divers, persuasive essays, comic strips and short narratives. Advanced
grammar review, vocabulary acquisition and creation of an on-line blog. Prerequisite: FRE 205
or 206.
302. Advanced Conversation Culture Abroad
For students who wish to achieve greater fluency and an understanding of life in a Francophone
destination. Past destinations include: Martinique, Aix-en-Provence, Québec and Morocco.
Immersion in French/Francophone culture through experiential activities and excursions, site
visits, group discussion, selected readings and daily interactions with native speakers from the
local community. May include a homestay. Alternate years. Registration entails additional
costs. Prerequisite: FRE 205.
303. Culture of France and Francophone World
Contemporary French and Francophone cultures viewed through the lenses of media, cinema,
literature, politics, and popular culture. Students will study the historical, political, geographic,
and cultural meanings of the post-colonial term "Francophonie," and will interrogate what it
means to be "French" in a globalized world. Coursework includes both formal and informal
writing assignments, a mid-term examination, and a final research project with oral
presentation. Prerequisite: FRE 205 or FRE 206. FRE 301 is strongly recommended. Alternate
years. (Humanities)
311. Introduction to Literature in French
Exploration of a variety of literary genres, including poetry, theatre, the "nouvelle," and the
novel. Students develop their reading, writing and speaking proficiency in French through class
discussion, close readings, analytical and creative writing assignments. Prerequisite: FRE 301
or permission of instructor. Alternate years. (Humanities)
312. Introduction to French and Francophone Film
This course introduces students to the study of French-language film. They learn about
important periods, movements, and directors in French and Francophone filmmaking from the
beginning in 1895 with the Lumre brothers through the present, possibly including la Nouvelle
Vague (films such as A Bout de souffle and Les Quatre Cent Coups), banlieue cinema (films that
focus on or are made by people living in the housing projects surrounding major French cities),
and films by Ousmane Sembène (a Senegalese author and director considered by some to be the
‘father of African cinema’). Students develop the critical vocabulary and skills necessary to
analyze films as constructed texts and become familiar with the socio-historical contexts in
which the films were produced. The course is conducted in French. Prerequisite: FRE 301 or
permission of the instructor. Alternate years. (Humanities)
321. Passionate Extremes in Early-Modern France
This course focuses on important cultural texts from the medieval era through the 16
th
century.
French feudal societya world of chevaliers, courtly love and chivalric honor-- gives way to the
rise of monarchical power, brutal religious wars and discoveries of ancient art and knowledge at
the dawn of the modern era. Visual, material and aural/oral culture as well as period films will
Cornell College 2016-17 Academic Catalogue 87
complement our readings of texts. Some readings are in English to provide background
historical and cultural information, but all primary texts are in French. Prerequisite: FRE 301 or
permission of the instructor. FRE 311 or 312 strongly recommended. Offered every third year.
(Humanities)
331. Enlightenment: Eighteenth Century French Literature
France’s fiercely secular understanding of citizenship can be traced back to the Enlightenment
period which culminated in the violent revolution of 1789. French philosophes such as Voltaire,
Rousseau, Diderot, and Montesquieu, united in their belief in the supreme power of human
reason, waged fierce opposition to the social and political constraints of religious authority that
undergirded the Old Regime and promoted an international republic of letters founded on
freedom of expression and human rights. This course focuses on works by the philosophes with
attention to the limits of French Enlightenment thinking with respect to differences of race and
gender. Alternative voices of important historical actors such as Olympe de Gouges, a feminist
abolitionist, and Toussaint l’Ouverture, leader of the Haitian Revolution of 1791-1804, will also
be considered. Prerequisite: FRE 301. FRE311 or FRE 312 is strongly recommended. Offered
every third year. (Humanities)
353. Race and Immigration in French Film
Issues surrounding race and immigration are the focus of much attention in the United States,
and such issues are similarly important topics of discussion in France. However, the French
context of race and immigration varies from its American counterpart, and this means that
related questions are differently defined, constructed, and understood. France's long colonial
history plays no small part in generating and continuing conversations on the matters of race
and immigration, and its policy of assimilation vis à vis immigrants and (formerly) colonized
peoples has frequently resulted in debate, protest, and legislation. We will examine
constructions of race and portrayals of immigration in French-language films primarily from
France. Special attention will be paid to intersections of class and gender with race and
immigration. Readings will be provided to buttress understanding of the historical and social
contexts as well as to contribute to comprehension of some critical race theory. This course also
counts towards the GSS major. Prerequisite: FRE 301 or permission of the instructor. FRE 311
or 312 strongly recommended. Offered every third year. (Humanities)
354. Sporting Identities
What can an examination of sports tell us about national cultures and identities in the French-
speaking world? How do sports affectand how are they affected bygender, class, and race?
How do sports and sports narratives change over time and how does this influence the meanings
and messages they propagate or are made to carry? Do the same sports mean the same things
for different cultures, or even for different people? Through various literary and cultural texts
photographs, films, short stories, non-fiction, etc.we will examine the role of sports and sports
narratives in creating, resisting, shifting, or maintaining elements of cultures and identities.
Students do not need to have any familiarity with sports to take this class, but they do need to
have met the prerequisites for taking upper-level courses in French, as the course will be
conducted in French. Prerequisites: This course also counts towards the GSS major.
Prerequisite: FRE 301 or permission of the instructor. FRE 311 or 312 strongly recommended.
(Humanities)
365-366. Advanced Topics in French or Francophone literature or culture.
See Topics Courses.
Cornell College 2016-17 Academic Catalogue 88
411. Capstone: Seminar
The topic varies, but has traditionally focused on the in-depth study of a literary movement,
genre, author, or theme. Theoretical discourses in French and Francophone studies or cultural
issues are other possible foci for this course. Required of all French majors. Prerequisite:
permission of instructor. Alternate years. NO S/U option.
412. Independent Capstone Research Project
This option is an independent study course, supervised by a French professor. Students must
meet with the professor during the fall semester of their junior year to discuss the expectations
and process of the senior capstone research project. Work should be completed as a one-term
independent study course during the student’s senior year, and will culminate in a research
paper in French. If more than one student chooses to complete an independent capstone
research project in the same year, they may work concurrently during the same block in a
workshop model, discussing their work with both the professor and one another. NO S/U
option.
487. Independent Capstone Research Project
Additional Prerequisites: 3.5 grade point average in French based on a minimum of three 300-
level French courses taken at Cornell College.
988. There are language and culture semester programs in France or Francophone countries
run by the School for International Training. See School for International Training Programs.
990. Semester in Paris
Cornell students are eligible to participate in Lake Forest College's Paris International
Internship Program, a semester featuring intensive language study, culture, and an internship.
For further information, see http://www.cornellcollege.edu/french/off-campus/France-
LFC.shtml.
991. Semester in Paris
Cornell students are eligible to participate in Central College’s Paris program, a semester
featuring intensive language study, culture, and the option of either an internship or service-
learning opportunity. For further information, see http://www.central.edu/abroad/paris/
German Studies (GER)
Major: A minimum of nine course credits, which include:
1. GER 205; two courses from 301, 302, or 311; and Capstone Course 485;
2. A minimum of two GER literature, culture or history courses conducted in English or in
German at or above the 300 level;
3. A minimum of three course credits in German or related areas approved beforehand by the
Department as relevant to the major.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
German should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Cornell College 2016-17 Academic Catalogue 89
Minor in German Studies:
A minimum of six course credits beyond 103 including:
1. GER 205
2. One course chosen from GER 301, 302, or 311
3. A minimum of three GER literature, culture, or history courses conducted in English or
German.
4. At least one course credit in German or a related area approved by the Department as
relevant to the minor.
Note: Courses at the 300-level are designated as being taught in German or in English. All
lectures, discussions, and readings will be in the language of instruction.
101-102-103. Beginning German I, II, and III
Introduction to speaking, reading, writing and listening comprehension in German. Facility in
speaking and understanding spoken German is stressed. Readings emphasize culture, literature
and contemporary life in the German-speaking countries. (Language)
115-117. Introductory Topics in German
See Topics Courses.
205. Intermediate German: Topics-German Cultures
Continuing development of linguistic and cultural competence in German by focusing on one
theme. Topic for 2013: Immigration. Topic for 2014: Fall of the Berlin Wall. Prerequisite: GER
103. (Language)
280/380. Internship See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project See Additional Academic Programs, All-College Independent
Study Courses 290/390.
301. Personal Narratives
Development of composition and conversation skills through reading, discussion, and writing
about biographical and autobiographical works of selected individuals, from well-known figures
to family members. Prerequisite: GER 205. Offered every third year.
302. In the Media
Development of composition, conversation, and listening skills through reading, discussion, and
writing about articles and reports from contemporary news sources. Prerequisite: GER 205.
Offered every third year.
311. Introduction to Literature
Introduction to the genres and major literary periods in German literature. Development of
reading strategies and skills, with attention given to the advanced grammar needed to read
German intelligently. Short writing assignments to develop skill in analyzing texts. Prerequisite:
GER 205. Offered every third year. (Humanities)
315-317. Topics in German Studies
See Topics Courses.
Cornell College 2016-17 Academic Catalogue 90
333. Goethe
Introduction to the man and his works, concentrating on Faust. Prerequisite: GER 302 or 311.
Offered every third year. (Humanities)
341. Romanticism
Survey of the German Romantic period, concentrating on Novalis and Kleist. Supplementary
readings in Romantic Criticism and the philosophy of German idealism. Prerequisite: GER 302
or 311. Offered every third year. (Humanities)
351. Modern Men
The three authors most associated with modernist literature are Rainer Maria Rilke, Thomas
Mann and Franz Kafka. This course will explore their writings, position within the literary
industry, and the place of literature in society in the early 20
th
century. Taught in English.
Prerequisite: Sophomore Standing. Offered every third year. Prerequisite: Sophomore Standing.
(Humanities)
381. Germany Awakes (1871-1914)
A survey of the decade immediately following the unification of Germany under Bismarck in
1871. Readings and discussion of the history, society, and literature of those years when
Germany became a world power, an industrialized country, and a militaristic society.
Prerequisite: GER 302 or 311. Offered every third year. (Humanities)
383. Anxiety and Elation in the Weimar Republic 1919-1933
A survey of the Weimar Republic, 1919-1933, when Germany struggled to overcome its defeat in
World War I. Readings and discussion of its economic and political history, and the
developments in society, literature and cinema. Analysis of Nazism's rise to power. Prerequisite:
GER 302 or 311. Offered every third year. (Humanities)
385. From the Rubble to the Wall: Postwar Germany, 1945-1963
A survey of Germany 1945-1963, when the two German successor states, and Austria, struggled
with the legacy of the Third Reich. Readings and discussion of the development of East and
West Germany and their political and economic incorporation into the Soviet and Western
Blocs. The peculiar neutrality of Austria. The Wirtschaftswunder in West Germany and Austria,
and its pale reflection in East Germany. Prerequisite: GER 302 or 311. Offered every third year.
(Humanities)
386-387. Topics in German Studies
See Topics Courses.
485. Senior Tutorial (Capstone)
The capstone in German Studies is designed to develop strong mastery of advanced German
speaking, writing and reading/listening comprehension. Students develop their own research
project which culminates in a final paper or series of papers. Students are strongly
recommended to take GER 390 or a similar course in one of the terms preceding the seminar, in
order to properly prepare. Required of all German majors. Prerequisites: four 300-level German
courses.
511. German Reading and Conversation Group (1/4)
Maintenance of German language skills through reading and conversation. Six meetings per
term, with all student work done during the meetings. Prerequisite: GER 102. (CR)
Cornell College 2016-17 Academic Catalogue 91
990. Term, Semester, or Year in Germany: see Foreign Language Abroad Program and
also Goethe Institute’s web site at http://www.goethe.de
Japanese (JPN)
101-102-103. Beginning Japanese I, II, and III
Essentials of grammar emphasizing skills in reading, writing, speaking, and understanding
Japanese. Classroom activities promote conversational skills. The 101-102 and 103-205
sequences are offered in alternate years. (Language)
205. Topics in Japanese Culture
Continued development of linguistic and cultural competence in Japanese through intensive
engagement with a cultural topic or theme or through interaction with native speakers.
Prerequisite: JPN 103. (Language)
390. Individual Project See Additional Academic Programs, All-College Independent Study
Courses 290/390.
923. Japan Study
An ACM program which offers a year at Waseda University in Tokyo. There are also
opportunities for students from ACM colleges to study Japanese during the summer at Beloit
College.
Russian (RUS)
Major: A minimum of seven course credits in Russian at or above the 300 level, which include
RUS 301, 302 or 303, at least two courses in Russian literature, and RUS 485. A maximum of
two courses in Russian history may be applied toward the major: HIS 321 (Muscovite and
Imperial Russia), 322 (Revolutionary and Soviet Russia), and 323 (Russia from 1941).
Note: A major in Russian Studies is also offered; however, students may not combine a major
in Russian with the interdisciplinary major in Russian Studies.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
Russian should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Minor: A minimum of five course credits in Russian which include RUS 205, 301, 302, or 303,
and three other Russian courses at or above the 300 level, at least one of which must be a
literature course conducted in Russian. One course in Russian history may be substituted to
count towards the minor: HIS 321 (Muscovite and Imperial Russia), 322 (Revolutionary and
Soviet Russia), or 323 (Russia from 1941).
Note: The Russian minor is not available to students with a Russian Studies major.
Courses taught in Russia: see RUS 384 below.
101-102-103. Beginning Russian I, II, and III
Development of basic languages skills (speaking, reading, listening, writing) and introduction to
culture. Emphasis on practical vocabulary for everyday situations. (Language)
Cornell College 2016-17 Academic Catalogue 92
205. Intermediate Russian
Continued development of linguistic competence and cultural literacy. Students will use both
textbooks and materials from the Internet to improve their skills. Prerequisite: RUS 103.
(Language)
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
281. "The Other" in Russian Literature and Film (W)
Examination of works of literature and film that reveal historical and contemporary trends in
Russian culture, with an emphasis on Russia's relationship to its past and to other cultures.
Conducted in English. Alternate years. Same course as RSS 281. (Writing Requirement)
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
301. Composition and Conversation
Practice in reading, writing, listening, and speaking, and introduction to complex grammatical
structures. Compositions and discussions on a variety of topics using various materials.
Prerequisite: RUS 205. Alternate years.
302. Contemporary Currents
Practice in reading, writing, listening, and speaking in Russian with an emphasis on the use of
complex grammatical structures. Course materials will focus on contemporary culture.
Prerequisite: RUS 205. Offered every third year.
303. Language in Context
Practice in reading, writing, listening, and speaking using a variety of authentic materials from
contemporary sources, such as on-line magazines and newspapers, films, interviews, and letters.
Emphasis on building vocabulary and comprehension of complex grammatical structures.
Alternate years. Prerequisite: RUS 205. (Language)
311. Nineteenth Century Russian Literature (in Russian)
Introduction to Russian literature of the nineteenth century, with readings of works by
representative writers. Conducted in Russian. Offered subject to availability of faculty.
Prerequisite: RUS 301 or 303. (Humanities)
312. Twentieth Century Russian Literature (in Russian)
Introduction to Russian literature of the twentieth century, with readings of works by
representative writers. Conducted in Russian. Offered subject to availability of faculty.
Prerequisite: RUS 301 or 303. (Humanities)
315-316. Topics in Russian Literature (in Russian)
Reading and analysis of selected works of Russian literature. Topics may focus on a particular
writer, theme, or genre. Conducted in Russian. Offered subject to availability of faculty.
Prerequisite: RUS 301 or 303. See Topics Courses. (Humanities)
341. Classics - 19th Century Russian Literature in English
Examination of major writers and trends from the period when Russia produced some of the
greatest works of literature in the world. Texts include Pushkin’s Eugene Onegin, Dostoevsky’s
Cornell College 2016-17 Academic Catalogue 93
Notes from Underground, and Tolstoy’s Anna Karenina. Conducted in English. Prerequisite:
Writing-designated course (W). Offered every third year. (Humanities)
351. Change and Revolution in Russian Literature (in English)
Examination of major works of pre- and post-revolutionary Russian fiction, poetry, and drama
from the period 1880-1932, with a focus on the theme of society in transition. Writers include
Chekhov, Gorky, and Mayakovsky. Conducted in English. Prerequisite: Writing-designated
course (W). Offered every third year. (Humanities)
355. Soviet and Post-Soviet Russian Literature and Film (in English)
Examination of major trends in literature and film during the Soviet and post-Soviet periods.
Literary texts include Solzhenitsyn's One Day in the Life of Ivan Denisovich, Bulgakov's The
Master and Margarita, and Pasternak's Doctor Zhivago. Films include Ballad of a Soldier, The
Cranes are Flying, and The Thief. Conducted in English. Prerequisite: Writing-designated
course (W). Offered every third year. (Humanities)
384. Russia Today
The current scene in Russia. Registration, when the course is taught in Russia, entails additional
costs. Offered subject to availability of faculty. Same course as RSS 384. (CR)
391. Tutorial in Russian
Supervised reading in Russian literature and/or civilization, with discussions and compositions
based on the reading. Conducted in Russian. Prerequisites: RUS 205 and permission of
instructor.
485. Senior Capstone
Reading, research, and writing in Russian and in English on a topic developed in consultation
with the program advisor. Prerequisites: senior standing and permission of instructor. Same
course as RSS 485.
501. Theatre in Russian (1/4)
Group reading, discussion, and preparation of one or more Russian plays. Rehearsals and
performances in Russian. Prerequisites: knowledge of Russian and permission of instructor.
Same course as RSS 501. (CR)
511. Russian Reading and Conversation Group (1/4)
Maintenance of Russian language skills through reading and conversation. Same course as RSS
511. (CR)
Spanish (SPA)
Major: A minimum of eight course credits in Spanish at or above the 300 level, which include
SPA 301, 311, capstone (411 or 412), two elective courses (in Spanish or in other areas approved
by the Department as relevant to the Spanish major), and at least one course in each of the
following categories:
Culture: SPA 381, 383, 385, or Topics in Culture
Peninsular Literature: SPA 321, 322, 351, or Topics in Peninsular Literature
Latin American Literature: SPA 352, 355, 356, or Topics in Latin American Literature
Cornell College 2016-17 Academic Catalogue 94
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
Spanish should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Minor: A minimum of five course credits in Spanish at or above the 300 level which include
301, 311, one elective (in Spanish or in another area approved by the Department), and one
course in each of two of the following categories:
Culture: 381, 383, 385, or Topics in Culture
Peninsular Literature: SPA 321, 322, 351, or Topics in Peninsular Literature
Latin American Literature: SPA 3352, 55, 356, or Topics in Latin American Literature
Latin American Studies Major: see Latin American Studies.
Courses taught in Mexico, Bolivia, Argentina, and Spain: see 201, 206, 302, 303, and
381 below.
Note: Lectures and discussions in all 300- and 400-level courses are in Spanish.
101-102-103. Beginning Spanish I, II, and III
Essentials of grammar stressing skills in understanding, speaking, reading, and writing with
classroom activities promoting conversational skills. Short readings for cultural awareness and
vocabulary development. (Language)
109. Topics in Hispanic Literature and Culture (in English)
Seminar for first year students only. Intensive engagement with a topic in Hispanic cultural or
literary studies. Taught in English. See Topics Courses. (Humanities)
201. Basic Spanish
Independent, supervised study for students at the beginning or intermediate level who wish to
improve their skills in reading, writing, speaking, and understanding Spanish in an approved
language school in Latin America or Spain. Students take a placement test before and after the
term and the department assigns credit at a level reflecting students' accomplishments. Consult
with Spanish faculty for additional information. (CR)
205. Topics and Encounters in Hispanic Cultures
Topics in Hispanic literature, culture, history, and film, taught in Spanish at the intermediate
level. Students will apply their basic language skills in a variety of different contexts, from
studying a topic in the target language to having regular interactions with native speakers in
U.S. communities off-campus or via online virtual communities. Prerequisite: SPA 103.
(Language)
206. Spanish Cultural Immersion (Intermediate Spanish Abroad)
Taught in Latin American countries such as Argentina, Bolivia, and Guatemala, students will
develop their knowledge of Spanish language and culture in a classroom setting, in daily
interactions with native speakers from the local community, and in excursions to culturally rich
sites. Includes a homestay. Registration entails additional costs. Prerequisites: SPA 103 and
permission of instructor. Offered two out of three years.
265-269. Topics in Spanish
See Topics Courses.
Cornell College 2016-17 Academic Catalogue 95
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
301. Advanced Grammar and Composition
Intensive practice in writing in Spanish in combination with a study of Spanish grammar that
concentrates on those aspects of the language which are challenging for the advanced student.
Emphasis on expanding vocabulary and developing writing fluency. Required of all Spanish
majors. Prerequisite: SPA 205 or 206.
302. Advanced Conversation Abroad
Taught in Mexico, Argentina, or Guatemala and designed for students who wish to achieve a
higher level of fluency and a comprehensive understanding of life in Mexico, Bolivia, or
Guatemala. Includes a homestay with a local family. Registration entails additional costs.
Prerequisites: SPA 205 or 206 and permission of instructor. Offered two out of three years.
303. Advanced Spanish Abroad
Alternative to 302 for advanced students who wish to study Spanish on their own in an
approved language school in Latin America or Spain. Intended for students interested in
achieving a high level of fluency and a comprehensive understanding of life in a Hispanic
country. Includes a homestay. Registration entails additional costs. Prerequisites: SPA 205 or
206 and permission of the Department.
311. Introduction to Textual Analysis
Development of reading strategies and skills needed for analyzing and understanding literary
texts. Organized around a topic, literary genre, period, or major writer and chosen to meet the
needs of students who are just beginning upper-level coursework in Spanish. Special attention
given to vocabulary development and to the advanced grammar required for understanding
literary/cultural texts. Required of all Spanish majors. Prerequisite: SPA 301, 302, or 303.
(Humanities)
321. Golden Age: Romancero and Comedia
Heroes, legends, history, and the development of a national consciousness seen through popular
ballads. The national theatre as an expression of Spanish ideals and aspirations: Lope de Vega,
Tirso de Molina, and Calderon de la Barca. Prerequisite: SPA 311. Offered every third year.
(Humanities)
322. Golden Age: Don Quijote
Don Quijote in the context of the literature of the age. Readings from Amadis de Gaula, Lazarillo
de Tormes, El abencerraje y la hermosa Jarifa. Renaissance and Baroque elements, contribution
to the modern novel, universal themes and cinematographic interpretations. Prerequisite: SPA
311. Offered every third year. (Humanities)
351. Twentieth Century Peninsular Novel and Poetry
Spanish novel and poetry from the "Generation of 1898" to the present, with emphasis on
representations of the human condition in Unamuno, Baroja, A. Machado, and Garcia Lorca.
Prerequisite: SPA 311. Offered every third year. (Humanities)
Cornell College 2016-17 Academic Catalogue 96
352. Modern Hispanic Theatre
Theatre of Spain and Latin America in the twentieth century, including the experiment with
magical realism in Latin America. Prerequisite: SPA 311. Offered every third year. (Humanities)
355. Latin American Short Story and Novel
Representative modern fiction: novel of protest, magical realism, and fantasy in the short story
and novel of the "Boom." Authors include Quiroga, Garro, Ocampo, Valenzuela, Borges,
Cortazar, Rulfo, Fuentes, and Garcia Marquez. Prerequisite: SPA 311. Offered every third year.
(Humanities)
356. Latin American Poetry
Poetry from Modernism to the present, with emphasis on the encounter between reality and the
poet and the creation of a new poetic world. Poets include Ruben Dario, women of 1910-20,
Cesar Vallejo, and Pablo Neruda. Prerequisite: SPA 311. Offered every third year. (Humanities)
365-369. Advanced Topics in Spanish
Selected topics in the literature and culture of the Hispanic world. See Topics Courses.
(Humanities)
381. Peninsular Culture and Civilization
Origins, development, and significance of various aspects of Spanish civilization, with special
emphasis on how these influence contemporary economic, political, sociological, and artistic
forces within Spain. Taught in Spain. Registration entails additional costs. Prerequisite: SPA 311.
Offered every third year. (Humanities)
383. Latinos in the U.S.
Origins, development, and significance of various aspects of Latino life in the United States.
Prerequisite: SPA 311. Offered every third year. (Humanities)
385. Latin American Culture and Civilization
Study of the most important cultural and political issues in Latin American civilization from
Columbus to the present day. Chronicles, essays, and public speeches provide the main texts and
sources of information for discussions. Prerequisite: SPA 311. Offered every third year.
(Humanities)
411. Seminar
In-depth studies in the literature and culture of Spain and Latin America. Prerequisites: at least
three 300-level Spanish courses above SPA 311. May be repeated once for credit if topics are
different. (Humanities)
412. Advanced Field Research in Spanish
A capstone experience intended for students with a double major in Spanish and another
department. Assumes junior or senior standing in both majors, entails field research using the
target language in a Spanish-speaking country, and a final written and/or public presentation of
findings in Spanish. Prerequisites: at least three 300-level Spanish courses above SPA 311.
Prerequisites in the second major: completion of 2/3 of the required course work toward the
second major and a research methods course (if the second major is in the social sciences).
Arrangements must be made with instructor prior to registration.
Cornell College 2016-17 Academic Catalogue 97
501. Theatre in SpanishWorkshop (1/4)
Group reading, discussion, and preparation of one or more Latin American or Spanish plays,
with attention to meaning, interpretation, staging, and costuming. Rehearsals and performances
in Spanish. Prerequisites: knowledge of Spanish and permission of instructor. (CR)
511. Spanish Reading and Conversation Group (1/4)
Maintenance of Spanish language skills through reading and conversation. (CR)
941. Costa Rica: Studies in Latin American Culture and Society: see ACM Programs.
942. Costa Rica: Tropical Field Research: see ACM Programs.
988. There are semester programs in Spain, Central America, and South America run by the
School for International Training. In addition to language and culture studies, many of these
programs have a special theme, e.g., Development Studies, Environmental Studies, Social
Justice, the Arts, and Language Immersion.
Additional Programs
Language and Linguistics (LAL)
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
350. Philosophy of Language
Introduction to problems and methods in the philosophy of language: meaning, reference, the
relation between speech and thought, the relation between language and reality, speech acts,
metaphor. Alternate years. (Humanities)
352. Linguistics
A scientific view of languages, their characteristics, and their variations. Introduction to the
more important sub-field of linguistics. Illustrations from English and other languages.
Relationships between linguistics and other social sciences, showing research methods and
conveying the view that language permeates both thought and culture. Offered subject to
availability of faculty. (Social Science)
English as a Second Language (ESL)
All students from nations in which English is not the native language are required to take
written tests in English at Cornell College prior to their first registration. These tests will be used
for placement in the courses in English as a Second Language. The Coordinator of the ESL
program, in consultation with the instructors and the student, will determine when the student
may be permitted to register for courses in other departments. Coordinator: IKACH
103. Elementary English as a Second Language
Rapid survey of English grammar. Intensive drills designed to improve practical skills in
reading, writing, listening comprehension, and speaking. Continued practice in writing
paragraphs. Discussions about American culture and history.
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204. Intermediate English as a Second Language I
For students with an intermediate proficiency in English. Continued acquisition of language
skills. Review of English grammar. Readings emphasize American culture. Daily short writing
assignments. Introduction to the library, note taking, and paraphrasing. Prerequisite: ESL 103.
205. Intermediate English as a Second Language II
Continued grammar review. Greater emphasis on extensive reading. Practice in expository
writing, paraphrasing, and summaries. Introduction to annotated writing. Prerequisite: ESL
204.
306. Advanced English as a Second Language
For students with a minimal or a partial academic proficiency in English. Instruction in writing
expository and argumentative prose. Practice in writing a short research paper. Readings in
academic subjects. The class may visit other courses. Prerequisite: ESL 205.
390. Individual Project: See Additional Academic Programs, All-College Independent Study
Courses 290/390.
Classical Studies (CLS)
Advisor: John Gruber-Miller
This interdisciplinary major is based on the study of language, literature, and civilization and
allows for a creative and flexible program that will touch all aspects of the ancient world--its art,
history, religion, philosophy, literature, society, and culture.
Major: A minimum of nine course credits, which include:
1. Three course credits in either Latin or Greek at or above the 200 level;
2. Two course credits in Greek and Roman literature in English translation selected from CLA
216, 364, 372, and 373;
3. Three course credits in related areas selected from ART 251 (Greek and Hellenistic Art), 252
(Etruscan and Roman Art); CLA 111 (Big Screen Rome); 230 (Cultural Crossroads in
Antiquity); 254 (Greek History); 255 (Roman History); 264 (Women in Antiquity); 381
(Greek Archaeology); 382 (Roman Archaeology); PHI 302 (Ancient Philosophy); REL 251
(Jesus in the Gospels), 252 (Epistles of Paul), 353 (Christian Foundations).
4. Capstone Course: CLA 487 Junior-Senior Seminar.
With the permission of the major advisor, relevant courses from other departments may be
counted toward the major.
Minor: A minimum of five course credits which include two courses in either Latin or Greek at
or above the 200 level; one course credit in Greek and Roman literature in English translation;
and two other courses approved for the Classical Studies major.
Computer Science (CSC)
Tony deLaubenfels, Ross Sowell (chair), Leon Tabak
The technology of computing has developed with unprecedented speed and offers the prospect
of continued rapid advance. Few technologies have so quickly become so pervasive. Few have so
profoundly changed science, business and industry, and government. Some understanding of
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the potential and limitations of computing is essential to anyone who wishes to understand
modern society.
Design, experiment, and analysis: these skills make the computer scientist part engineer, part
scientist, and part mathematician. The student of computer science learns how to effectively
communicate with teammates and clients to define problems and their solutions. Students learn
how to divide a complex problem into pieces of manageable size, to organize and relate the
pieces of information that describe the problem, and to order the steps of the solution. The study
of computer science serves to increase a student's awareness of the necessity of constructing a
hierarchy of abstractions as a means of building and understanding complex machines, the
designer's need to give balanced consideration to competing goals, e.g., minimizing cost while
maximizing computational speed, and the relationship between software and hardware.
Major: A minimum of 10.25 course credits, including 9.25 in Computer Science; also MAT 120
or 121 (Calculus of a Single Variable). The courses in Computer Science must include CSC 140,
144, 151, 218, 301, 512 (capstone), and at least four other 300-level courses. One of the four
required 300-level courses may be an Internship, Individual Project, or Group Project. The
faculty strongly recommends additional study of mathematics and statistics, to include STA 201
(Statistical Methods I) and MAT 221 (Linear Algebra), for those students who intend to pursue
software engineering careers or continue their study of computer science at the graduate level.
Minor: MAT 120 or 121 (Calculus of a Single Variable) and a minimum of six course credits in
Computer Science which include CSC 140, 144, 151, 218, 301 and at least one other 300-level
course, excluding Internships, Individual Projects, and Group Projects.
131. The Beauty and Joy of Computing
Computing has changed the world in profound ways. It has opened up wonderful new ways for
people to connect, design, research, play, create, and express themselves. This course will focus
on some of the "Big Ideas" of computing that have changed the world and consider where it will
go in the future. We will discuss the challenges and implications of computer technology,
including the responsibilities of those who design and use computer systems. Students will learn
a bit about computer programming and a lot about writing at the college level. The lab portion of
the course will introduce students to computer programming using languages and development
tools designed for students with no programming experience.
140. Foundations of Computer Science
This course introduces students to problems that engage the interests of computer scientists and
define the field. The course introduces students to object-oriented design, a principal discipline
that computer scientists use to solve problems. Students learn to divide large problems into
small problems, bundle related data with methods that operate on that data, and incorporate
into new designs elements of previously completed designs. The course emphasizes creative
expression using an abstract notation. Students practice designing, writing, testing, and
presenting programs. Success in the course does not require previous programming experience.
144. Software Architecture
Disciplined design, coding, and testing of substantial programs. Specification of relationships
among components of a program using composition and inheritance. Discernment of a client's
requirements. Evaluation of the communication between a computer program and its human
user. Prerequisite: CSC 140.
Cornell College 2016-17 Academic Catalogue 100
151. Discrete Mathematics for Computer Science
Logic, algorithms, combinatorics, trees, graphs, and other topics from discrete mathematics
used in computer science. Prerequisite: 3-1/2 years of high school mathematics. (Mathematics)
155. Topics in Computer Science
See Topics Courses.
218. Computer Organization
A view of the layers in the design of modern computers that begins at the level of individual logic
gates, and progresses upward through elementary circuits, the design of a microprocessor, and
programming at the lowest levels. An examination of costs and advantages gained by shifting
functions from hardware to software, or vice versa. Prerequisites: CSC 140 and 151.
222. Geographic Information Systems
This course introduces students to computer science through a study of one of its important
applications. Through work on projects related to their major fields of interest, students will
learn how to use the visualization and statistical functions of geographic information systems as
aids in making decisions. Students will learn how to represent, analyze, and display geographic
data. Case studies will familiarize students with applications of the technology in the natural
sciences, public policy, business, and other fields. Readings, discussions, and exercises will
acquaint students with current standards, available tools, significant achievements, and the
potential for the future development of geographic information systems.
230. Database Technologies for Analytics
An introduction to elements of relational database design and query with an emphasis on
Structured Query Language (SQL). Introduction to data mining including data interchange,
filtering, scraping, and cleaning. Working with Big Data using NoSQL technology.
This course meets half time in a classroom for lecture/discussion and half time in a computer
lab for hands on experience with the software systems.
255-257. Topics in Computer Science
A focus on some part of the social context in which computer scientists work: professional
ethics, leadership, and creativity in the technical professions; the software engineer's
opportunities and responsibilities for helping to solve pressing social problems; or how
innovations in the technology of computing are changing the way ordinary people live, work,
and learn. See Topics Courses.
270. Electronic Instrumentation
Same course as EGR 270 (see for course description). Prerequisites: PHY 142 or PHY 162, or
permission of instructor.
280/380. Internship in Computer Science
Participation in a computer-related area such as working with a business, government, or other
appropriate institution under the direction of the organization's leaders and a faculty supervisor.
Prerequisites: junior or senior standing; at least two 300-level Computer Science courses;
approval by the faculty supervisor, the participating institution, and the Department. The
maximum credit that may be earned in a Computer Science internship is two term credits. See
Additional Academic Programs, All-College Independent Study Courses 280/380. (CR)
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289/389. Group Project: See Additional Academic Programs, All-College Independent
Study Courses 289/389.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
301. Algorithms and Data Structures
Measurements of complexity. Comparison of methods for searching and sorting data.
Alternative ways of organizing data in lists, tables, and trees. Prerequisites: CSC 140, 144, 151,
and MAT 120 or 121.
302. Electronics
Same course as PHY 302 (see for course description). Prerequisites: CSC 140 and 151 or PHY
142 or 162. (Laboratory Science)
311. Systems Software
Process scheduling and synchronization, interprocess communication, allocation of memory
and disk space. Creation and use of software, libraries, tools, and methods for the production of
efficient, reliable software. Prerequisites: CSC 144 and 218. Alternate years.
314. Data Management Systems
Concepts and structures necessary to design and implement a database management system.
Relational and object database models. Prerequisites: CSC 144 and 151. Alternate years.
315. Programming Language Concepts
Principles of design and implementation of high-level programming languages. Language
definition structure, run-time behavior. Alternative programming paradigms, including
functional languages. Programming examples from selected languages. Prerequisites: CSC 144
and 151. Alternate years.
317. Computer Networks
In this course, students examine the challenges of communication through dynamic networks,
including the challenges of routing messages and making communication reliable and secure.
The top-down approach begins with a study of application level protocols (application level
protocols govern, for example, communication through the Web and via e-mail) and proceeds to
a study of the lower level transport and network layer TCP/IP protocols that are at the heart of
the Internet. At the still lower link layer, students explore methods for resolving addresses and
allowing multiple access on local area networks. Measurement, analysis, and simulation of
networks in the laboratory. Prerequisites: CSC 140, 151, and 218.
321. Computer Graphics
Introduction to the concepts and algorithms of computer graphics. Architecture of display
systems, 2D and 3D geometry and algorithms, viewing transformations, interactive techniques,
color concepts. Prerequisite: CSC 301. Alternate years.
355-360. Advanced Topics in Computer Science
A study in greater depth of a topic covered in the core curriculum, an introduction to an area of
specialization within computer science, or readings in the research literature. Intended to
broaden students' perspectives on the range of opportunities that will be available to them in
professional practice and graduate-level study. Recent topics have included Algorithms,
Cornell College 2016-17 Academic Catalogue 102
Computer Networks, Robotics, Client Server Systems, Structure and Interpretation of Computer
Programs, and Bioinformatics. See Topics Courses. Prerequisites: CSC 140 and 151.
511. Extended Research in Computer Science (1/4)
Reading coupled with research on a specialized topic. This adjunct course must be taken over
four successive terms. Prerequisites: departmental GPA of 3.0 or higher, prior completion of one
course in the Department at or above the 200 level, and permission of instructor. (CR)
512. Professional Practice in Computer Science (1/4)
Each student will gain experience in the iterative development of software through all stages of
development, in presentations of a project to their peers, and in the review of their peers’
projects. Success will require application of knowledge and skills acquired in several core and
elective courses. This practice solving problems like those encountered in industry and advanced
study will prepare students for the challenges and opportunities that await them after
graduation. Students should consult with an advisor in the department before beginning the
course. In this course, students should plan on improving a project begun and substantially
completed in another course. That other course may be taken concurrently. The course involves
meeting twice each term for a total of 12 hours per semester and approximately 24 hours of
work outside of class. Is repeatable once for credit. Prerequisites: CSC 140, CSC 144, CSC 151,
CSC 218, CSC 301. Students should take this course during (or after) the year in which they
complete other requirements for the major. (CR)
Economics and Business (ECB)
Huan Cai, A'amer Farooqi (chair), Santhi Hejeebu , Todd Knoop, Aaron Miller, Jerome Savitsky
The economics and business department offers two distinct majors: (1) Business, and (2)
Economics and Business.
Business Major: The Business major offers students the opportunity to choose one of three
tracks: Business/Finance, Business/Analytics, and Business/Actuarial Science. Students who
choose the Business major must complete one of the tracks as defined below. Students may not
double major in Business and in Economics & Business.
Tracks:
Business/Finance
A minimum of 12 course credits, to include the following required courses: ECB 101; ECB
102; ECB 151; ECB 210; ECB 225; ECB 243; ECB 253; ECB 302; ECB 359; ECB 352; ECB
300-level elective or Internship; STA 201 or STA 347.
Business/Analytics
A minimum of 12 course credits, to include the following required courses: CSC 230;
ECB 101; ECB 102; ECB 121; ECB 151; ECB 212; ECB 353; ECB 354; ECB 358; ECB 300-
level elective or Internship; STA 201 or STA 348; STA 202.
Business/Actuarial Science
A minimum of 14 course credits to include the following: ECB 101; ECB 102; ECB 151;
ECB 210; ECB 243; ECB 301 or ECB 302; ECB 340; ECB 352; CSC 151; MAT 122; MAT
221; MAT 301; STA 347; STA 348.
Cornell College 2016-17 Academic Catalogue 103
Economics & Business Major: A minimum of 12 course credits, including the following core
courses: ECB 101, 102, 151, 301, 302, and STA 201 (Statistical Methods I) or STA 348
(Mathematical Statistics II); at least one of the following quantitative literacy courses, to be
taken by Block Four of the junior year: ECB 212, 223, 225, 243, 257, or 258; at least two of the
following capstone seminar courses: ECB 320, 321, 323, 352, 354, 356 and 358; at least one
300-level ECB elective (ECB 380, 389, 390, 397, and 399 may not be applied to the 300-level
ECB elective requirement). Students may not double major in Business and in Economics &
Business.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
social studies should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Concentrations: A combination of courses from several disciplines may be used as a basis for
advanced training in law, government service, and a number of other professional programs.
The Department will assist students in selecting interdisciplinary programs for special purposes,
e.g., with the other social sciences and natural sciences for environmental studies, and with
history and politics for international studies.
Quantitative Skills: For basic skills, majors should take CSC 131 (Computing Practice and
Perspectives) and MAT 121 (Calculus of a Single Variable). For strong graduate school
preparation in either economics or business, students should take CSC 140 (Foundations of
Computer Science), MAT 121 (Calculus of a Single Variable), 122 (Calculus of Several Variables),
221 (Linear Algebra), and possibly STA 347 and 348 (Mathematical Statistics I & II).
Business Minor: A minimum of 8 course credits, including the following core courses: ECB
101, 102, 151, and either STA 201 (Statistical Methods I) or STA 348 (Mathematical Statistics II);
either ECB 301 or 302; at least one of the following quantitative literacy courses, to be taken by
Block Four of the junior year: ECB 225 or 243; at least one of the following capstone seminar
courses: ECB 352 or 356; and at least one elective from the following list of courses: ECB 206,
208, 210, 225, 243, 251, 311, 354, or ECB topics courses (265-275 and 365-369) as designated by
the department.
Note: Students may not minor in Business and major in Economics and Business.
101. Macroeconomics
Basic macroeconomic theory. Analytical evaluation of the determinants of national output,
inflation, and unemployment. Examination of fiscal and monetary policies and issues in
international trade and payments. Introduction of tools necessary to analyze economic models.
(Social Science)
102. Microeconomics
Basic microeconomic analysis of consumer choice, the business firm, and resource markets in
labor, capital, and land. Analysis and critique of government policy in problem areas such as
monopoly power and government regulations and expenditures. Prerequisite: two years of
algebra in high school. (Social Science)
111. Introduction to Business
This course introduces a core business function such as marketing, operations, talent
management, or information systems. The course will illustrate relevant social science theory in
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the context of business practice. The specific area of business will depend on the faculty
instructor.
121. Data Visualization
This course enables students to see stories in numbers. Students will work with business and
economic data, students will identify central tendencies and patterns of dispersions. They will
learn methods of exploring data and effectively communicating insights through appropriate
graphical presentation.
151. Financial Accounting
This course provides guidance in how to use accounting reports for financial analysis. The
primary objective of this course is to understand and analyze financial statements including
Balance Sheets, Income Statements, Statement of Cash Flows, and Statement of Retained
Earnings. Objectives of financial accounting rather than bookkeeping techniques.
206. Bonds, Mortgages, and Their Derivatives
Fixed income (debt) securities account for about two thirds of the market value of all securities
that are outstanding in the world. This course focuses on various types of debt securities and
their markets, and in turn develops tools for the valuation and management of these securities
and the interest rate risk associated with them. Additional topics include yield curve analysis,
fixed income portfolio management, and immunization strategies. Alternate years.
208. Health Economics
Examination of the structure and financing of the U.S. health care system, including
government programs, employer sponsored programs, and the individual insurance market.
Students will apply economic reasoning to contemporary issues involving the organization, cost,
and distribution of resources in the health sector. The course will focus primarily on healthcare
in the United States but will include coverage of other nations as well. Alternate years. (Social
Science)
210. Introduction to Financial Management
This course provides a basic understanding of business finance from the company’s perspective.
The primary objective of this course is to introduce basic financial concepts and decision-
making techniques, and applications in financing and investment decisions in a corporation.
Focus on two major areas of corporate finance: corporate investing (capital budgeting) and
financing (capital structure) activities. Prerequisite: ECB 151. (Social Science)
212. Social Networks
In a tech savvy society, personal and business relationships often originate on-line. Computer-
mediated relationships are typically represented as networks. This course introduces the science
of networks, integrating ideas from sociology, economics, and mathematics. We will learn how
to identify important people and relationships within a social network. We will also learn how to
predict the formation of new links among members of a social network. The course also explores
how information and economic behavior, such as viral marketing ads, travel across a network.
Throughout the class, students will visualize networks and explore course concepts through data
acquired from popular social media websites including Facebook, YouTube, and Twitter.
Prerequisites: STA 201 or STA 348. (Social Science)
223. International Economics
Survey of international trade and finance with a theoretical emphasis. Why nations trade, the
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theory of protection, and commercial policy. Balance of payments, theories of exchange rate
determination, and international macroeconomic theory and policy. Prerequisites: ECB 101 and
ECB 102. Offered two out of every three years. (Social Science)
225. Money and Banking
The role of financial institutions and financial assets in macroeconomic activity. The stock
market, money markets, monetary policy, money supply and demand, interest rates, inflation,
international financial markets, and the International Monetary Fund. Prerequisites: ECB 101
and STA 201 or STA 348. (Social Science)
243. Investments
This course provides a comprehensive overview of investments from the capital market
investor’s perspective. The primary objective of this course is to introduce the modern portfolio
theory and its applications in investment analysis. The focus of the course is on basic principles
that represent important long-term knowledge. Institutional details and current, potentially
short-living trends are not the focus. Prerequisites: ECB 101 or 102, ECB 151, and STA 201 or
STA 348. (Social Science)
251. Introduction to Entrepreneurship
This course provides an introduction to the study of how business enterprises are created and
revitalized. Included will be an overview of the financial, marketing, organizational, and
managerial tools that entrepreneurs use when shaping an enterprise. In addition, this course
will introduce the topic of social entrepreneurship, in which organizations are created that not
only generate a return for the entrepreneur, but also address significant social problems such as
poverty alleviation or environmental protection.
253. Managerial Accounting
Continuation of ECB 151. Application of accounting data to management decisions.
Prerequisites: ECB 102 and 151. Alternate years.
257. Labor Economics
Exploration of a variety of current issues in labor markets from an economics perspective.
Included among the questions to be addressed in this course are: Why do professional athletes,
rock stars and movie stars earn so much more than the rest of us? What is the economic value of
a college degree? Why do some college majors earn so much more than others? Who pays for
and benefits from on-the-job training? Are workers better off when the government regulates
safety in the workplace? How does discrimination in the labor market affect women, African
Americans and other minorities? Why has union membership fallen so dramatically during the
last 30 years? Who benefits from and who is hurt by increased international competition?
Course activities will include a series of data collection/analysis/presentation projects.
Prerequisites: ECB 101 or 102, and STA 201 or 348. Alternate years. (Social Science)
258. Economics of Sports
Economic analysis of various aspects of professional sports and intercollegiate athletics. Topics
will include the relationship between on-the-field performance and economic profits, the
economics of competitive balance, the market for professional franchises, public financing of
stadiums and arenas, labor unions and labor relations, discrimination in the market for
professional athletes, the economics of intercollegiate athletics, and the role of the NCAA in
intercollegiate athletics. Course activities will include a series of data
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collection/analysis/presentation projects. Prerequisites: ECB 102 and STA 201 or 348. Alternate
years. (Social Science)
261. Global Environmental Economics
Economic analysis of global environmental issues, with special emphasis on developing
countries. Review of basic economic theory with respect to environmental issues. Policy analysis
of sustainable development, population growth, deforestation, air and water pollution,
ecotourism, international hazardous waste, biodiversity, and global warming. Recommended
prerequisite: ECB 101 or ECB 102. Alternate years. (Social Science)
265-275. Topics in Economics and Business
Selected topics of current interest in economics and business. See Topics Courses.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
301. Intermediate Microeconomics
Economic theory of choice in a price system. The forces that determine price and production
decisions of business firms in competitive and monopolistic markets, and the allocation of
resources through these markets. Economic analysis applied to decision-making in government
and business firms, and to clarify social issues. Prerequisites: ECB 102 and junior standing.
(Social Science)
302. Intermediate Macroeconomics
Factors influencing the level of national income and employment, movement of prices, and
behavior of other macroeconomic variables. Postwar economic developments and contemporary
monetary and fiscal policy problems. Problems of economic growth and international trade.
Prerequisites: ECB 101, ECB 102, and junior standing. (Social Science)
311. Industrial Organization
Theories of market structure: perfect competition, perfect monopoly, oligopoly, cartels. Theories
of strategic behavior, emphasizing game theoretic approaches to the study of market structures.
The economics of information. Prerequisite: ECB 301. Alternate years. (Social Science)
320. Women, Men, and Labor Market Seminar
The seminar examines male/female differences in labor market outcomes. Theoretical
explanations will be confronted with empirical evidence. Topics to be covered include: labor
supply behavior and the allocation of time in the household, human capital investments in
education and labor market experience, discrimination against women in the acquisition of
human capital, labor market discrimination against women and the pay gap, and the economics
of anti-discrimination laws. This course also counts towards the GSS major. Prerequisites: ECB
301 and STA 201 or STA 348. Alternate years. (Social Science)
321. Macroeconomics Seminar
An investigation into why rich countries are rich and poor countries are poor. Macroeconomic
growth theory will be examined in an attempt to explain why some countries have experienced
growth miracles and others have been growth disasters. Course may be taught overseas in
alternate years. Prerequisite: ECB 302. (Social Science)
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323. International Economics Seminar
Theory of international specialization and world trade, the institutions and mechanisms of
world trade and payments, and major policy issues of concern to both industrial and developing
economies. Course may be taught overseas in alternate years. Prerequisite: ECB 302. (Social
Science)
337. Economics of Recessions and Depressions
Investigation into the causes and economics of recessions, depressions, and expansions.
Included will be a broad review of the history of macroeconomic thought, the development of
which has focused on explaining business cycles. The Great Depression will be examined in
detail. An introduction to business forecasting will also be covered. Prerequisite: ECB 302.
Alternate years. (Social Science)
340. Econometrics
Introduction to the use of statistics in economics and business, employing economic theory and
real-world data in order to predict future demand for a product and to forecast levels of inflation
and unemployment. Statistical methods include cross-section and time series analysis, and
single and multivariate regression. Prerequisites: ECB 101, ECB 102, and STA 201 or STA 348.
Alternate years.
341. Mathematical Economics
Application of mathematical techniques to economic analysis, with emphasis on the theory of
demand and the theory of the firm. Constrained and unconstrained optimization. Decision-
making under uncertainty. Prerequisites: ECB 102 and MAT 120 or MAT 121. Alternate years.
(Social Science)
351. Financial Management
Analytic tools of economics and accounting applied to a firm's financial value. Economics of the
securities and financial markets in which firms obtain capital. Prerequisite: ECB 253. (Social
Science)
352. Financial Management Seminar
This course examines options and futures markets, serving as an introduction to the dynamic
world of derivatives. Topics of the course include options pricing models, trading strategies,
forwards vs. futures, and risk management. Prerequisites: ECB 151, ECB 301 or 302, and ECB
210, 225, or 243. (Social Science)
353. Business Analytics I
This is the first of two courses that introduces students to core methods of business analytics.
The course covers data mining and regression models. Topics may include association rules,
cluster analysis, logistic regression. Using the case method and quantitative techniques,
students will collaboratively address complex and multi-dimensional business problems.
Prerequisites: STA 202 or STA 348.
354. Business Analytics II
This course enables students to develop spreadsheet models of business processes for more
effective managerial decisions. The course emphasizes a data-driven approach for identifying
potential opportunities and improvements in the value chain. Students will learn a variety of
optimization models as they apply to business situations such as workforce scheduling and
operations management. Students will also discover how managers address uncertainty through
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simulation models. The course will extensively use MS Excel plus additional software.
Prerequisites: ECB 102 and STA 201. STA 347 and 348 may be substituted for STA 201; STA
202 is recommended.
356. Economics of Organizations Seminar
Organizational Economics offers an economic approach to the study of management. We
explore how concepts such as optimization and equilibrium can be applied to real problems
inside the firm, such as the design of effective performance evaluation systems and employee
compensation plans. We consider in detail the problem of assigning decision-making authority
within a company. Organizational economics views the firm as a collection of contractual
relationships. Topics covered include contract theory, incentives within organizations, relational
contracting, and careers in organizations. The course will use Harvard Business School case
studies and will invite business practitioners. Prerequisite: ECB 301.
358. Analytics Case Seminar
This course applies the techniques of business analytics to a specific are of application, for
example marketing analytics, health care analytics, sports analytics, etc. The course will involve
a major case study with an actual organization. The specific orientation of the course will
depend on the faculty instructor.
359. Asset Valuation
This course focuses on topics of financial management that involve forecasting and valuations,
including time value of money, financial analysis (ratio analysis and cash flow analysis), pro-
forma, cost of capital, valuation methods, capital budgeting, and real options. The primary
objective of this course is to provide students with a framework for analyzing financial
information and to show how to apply this framework to do forecasting and valuations. This
course integrates key concepts from finance, accounting, strategy and economics, and bridges
the gap between ‘academic’ theory and ‘Wall Street’ practice. Prerequisites: ECB 151 and ECB
302.
365-369. Advanced Topics in Economics and Business
Selected topics of current interest in economics and business. Check individual course
description for prerequisite(s). See Topics Courses.
380. Internship in Economics and Business
Observation of and participation in activities related to Economics and Business courses and to
the career goals of the student. The student works with a business, government, or other
appropriate institution under the direction of the organization's leaders and a faculty supervisor.
Prerequisites: junior standing; courses that adequately prepare the student for the internship;
and approval by the faculty supervisor. Internships are normally for two terms. The maximum
credit that may be earned in an Economics and Business internship is three term credits. A
maximum of two course credits may be counted toward satisfying the requirement of nine
course credits numbered in the 300s or 400s for the Bachelor of Arts degree. (CR)
Cornell College 2016-17 Academic Catalogue 109
Education (EDU)
Kerry Bostwick, Jill Heinrich, Meg Jacobs (chair Spring 2017), Kate Kauper (chair Fall 2016),
and Cindy Postler
Cornell College offers a major in Elementary Education and coursework for students seeking
teaching certification in grades K-6, K-12, or 5-12. Students must apply to the Teacher Education
Program for admission to any of the certification tracks. Applications are due December 1 or
May 1 of the sophomore year or August 1 of their junior year. Students seeking admission to the
Teacher Education Program in their junior year must have special permission from the chair of
the Education Department.
The following conditions must be met before students will be considered for admission:
1. File a Declaration of Major form with the Registrar (including certification track if
applicable: K-12 or 5-12)
2. Complete EDU 215 or EDU 230 and at least one additional 200-level Education course
(EDU 205, EDU 215, EDU 230, EDU 240)
3. Have a cumulative GPA of 2.5 or higher by the admission deadline
4. Have one positive reference from a faculty member outside the Education Department
(submitted via online form by the recommending professor)
5. Successfully complete the C-BASE or Praxis Core Pre-Professional Skills Test by the
admission deadline.
Please see the Education Department’s website for additional admission requirements:
http://www.cornellcollege.edu/education/index.shtml
Elementary Education Major (Grades K-6)
Whether a candidate for the BA, B.Mus., or B.S.S. degree, every elementary education major
must complete the following requirements (these courses can also be applied to the general
education requirements).
1. One course in mathematics or statistics. Students may use Advanced Placement credit to
satisfy this requirement only if transcript credit is awarded.
2. One writing-intensive course (W).
3. One course in physical science chosen from: CHE 103 or 108; GEO 101, 105, or 111; or PHY
121, 123, 125, or 141
4. One course in life sciences chosen from: BIO 103, 106, 108, 141, or 142; or KIN/BIO 207
5. One course in American history
A minimum of 15 course credits in Education to include:
1. Foundational courses: EDU 205, 215, 230, and 240
2. Core methods courses: EDU 314, 317, 318, 319, INT 310, and INT 320
3. INT 121 Communication in Education
4. EDU 410, 420, and 430 (Student Teaching)
5. EDU 483 Senior Seminar
A second major or the completion of six courses in one of the following endorsement areas is
strongly recommended: reading, math, social studies (including history), science, or English.
Cornell College 2016-17 Academic Catalogue 110
Students are encouraged to complete the online reading endorsement courses
prior to graduation (EDU 330, 340, 350, and 360). If recommended by the Education
Department, the completion of the Elementary Education major qualifies students for K-6
teaching certification in the State of Iowa. Students considering relocation to another state after
graduation should check licensure requirements with the state’s Department of Education.
Certification Tracks
The Education Department offers coursework toward the completion of licensure requirements
in several endorsement areas in conjunction with an approved major. Students must follow their
major requirements in addition to satisfying each of the licensure requirements described
below.
Note: If students choose to pursue a BSS degree, they must check with an education professor
to make sure they are meeting the general education requirements as stipulated by the State of
Iowa.
Secondary Certification (Grades 5-12) in Social Studies, English/Language Arts,
Foreign Language, Mathematics, and Science
Foundational Courses: EDU 205, 215, 230, and 240
EDU 328 Reading in the Content Areas
EDU 301 Secondary Curriculum and Instruction
In addition, students should take the courses as specified by the following endorsement
areas:
Social Studies:
major in History, Economics/Business, Politics, Sociology, or Psychology
EDU 306
Social studies students in ECB, POL, SOC, and PSY are strongly advised to
include four courses in history (American and world)
Science:
major in Biology, Chemistry, Geology, or Physics
EDU 307
English/Language Arts:
major in English (to include ENG 311)
EDU 302
INT 121
Foreign Language:
major in Spanish, French, Latin, Russian, or German
EDU 304
Mathematics:
Major in Mathematics (to include MAT 231)
EDU 305
EDU 410, 420, and 430 (Student Teaching)
EDU 483
Cornell College 2016-17 Academic Catalogue 111
K-12 Certification in Art, Music, and Physical Education
Students who seek licensure to teach art, music, or physical education will be recommended for
certification in grades K-12 after completing the following courses in addition to the respective
major requirements:
K-12 Art:
o Major in Studio Art. Must include one course in painting and one in sculpture
(students are strongly advised to take classes in a variety of media)
o EDU 301
o EDU 328
o EDU 303
o ART 371 (offered as an independent study - see Education Department for
details)
o EDU 410, 420, 430 (Student Teaching placement is split between elementary
and secondary classrooms)
o EDU 483
K-12 Music
o Major in Music Education (MUE)
o EDU 328
o EDU 410, 420, and 430 (Student Teaching placement is split between
elementary and secondary classrooms)
o EDU 483
K-12 P.E.:
o Major in Kinesiology (Physical Education Concentration)
o EDU 328
o Note: for the K-12 endorsement students take both KIN 324 (elementary PE
methods) and KIN 331 (secondary PE methods)
o EDU 410, 420, and 430 (Student Teaching placement is split between
elementary and secondary classrooms)
o EDU 483
205. Historical Foundations of Education
This course explores the historical, sociological, and philosophical foundations of education. The
class will draw upon the broad, theoretical issues of education through a variety of written and
discussion-based activities. Particular attention is paid to curriculum theory, the civic and
democratic mission of the common schools movement, Dewey and the Progressive Era of
schooling, and the current social context of schools. Students are encouraged to critically
analyze the purpose of schooling and to further develop their own philosophies of education
through reflection and dialogue. No S/U option. (Humanities)
215. Educational Psychology
The factors that influence the nature and quality of growth, development, and learning during
the educational process. Examination, through the use of recent research and illustrative
examples, of important psychological characteristics of children and adolescents as learners,
and of teachers and the teaching process in the elementary and secondary schools. Fifteen
practicum hours required in the schools. Students must provide their own transportation. No
S/U option. Not open to juniors and seniors without permission of instructor. (Social Science)
Cornell College 2016-17 Academic Catalogue 112
216. Education Policy and Practice
This course will explore education policies and their relationship to sociological patterns of
school resegregation, the rise of credentialism, the end of educational expansion, and inequality
of educational opportunity. Students in the course will be introduced to the history of
policymaking in education beginning with the education reform policies of Horace Mann.
Students will also examine demographic data on educational attainment, analyze the policies
that alleviate or reinforce educational inequality, and describe what assumptions lie behind
current reform ideas. We will evaluate the dynamics of current debates by referencing the long-
standing tensions among the different purposes of schooling we have in our nation. Same course
as POL 216. (Social Science)
230. Exceptional Learner
An introduction to understanding the diversity of learners in K-12 classrooms and how
differentiated teaching methods and materials are essential to create a more inclusive and
equitable environment for all students. The major focus of the course will be identifying the
strengths and challenges of students to increase engagement and raise achievement through
varied approaches to teaching culturally and linguistically diverse learners and students with
documented needs. Fifteen hours of observation-practicum in the schools. Students must
provide their own transportation. No S/U option. (Social Science)
240. Education and Culture
This course explores the influence of social issues such as discrimination, diversity, equity,
racism, sexism, homophobia, and ethnic and socioeconomic pluralism in American schools. The
goals for this class are to understand and be sensitive to the values, beliefs, lifestyles, and
attitudes of individuals and the diverse groups found in a pluralistic society and to translate
knowledge of human relations into attitudes, skills, and techniques that will support favorable
learning experiences. Through critical analysis, this course reveals ways in which dehumanizing
biases may be reflected in instructional materials, methodologies, media, and everyday
encounters, and students learn how these interactions may influence classroom dynamics and
student learning. This course also counts towards the GSS major. No S/U option. (Social
Science)
260-265. Topics in Education
In-depth study of selected topics in the field of education. No S/U option. See Topics Courses.
270. Comparative Education in Belize
This is an off-campus course offered on San Pedro island in the country of Belize. Students
spend time in the local schools interacting with students, parents, teachers and community
members. Study includes analysis of the island’s various cultural groups including Mestizzo,
Mayan, Hispanic, Garifuna and Creole populations. Students are introduced to the basic
principles of qualitative and ethnographic research for the purposes of completing a qualitative
research project based upon their off-campus experience.
Prerequisites: Writing course, EDU
215 and 240. (Social Science)
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
301. Secondary Curriculum and Instruction
This course is designed to provide secondary teacher education candidates with an opportunity
Cornell College 2016-17 Academic Catalogue 113
to study, reflect, question, and become knowledgeable about instructional methods while
applying and practicing these methods in a collaborative and constructive setting. Major topics
include: assessment of student learning, classroom management, curriculum development, and
instructional technology. Prerequisite: EDU 215 or EDU 230.
302. Secondary English Methods
This course is designed to introduce students to the methods and strategies of teaching English
at the secondary level. Students will focus on several topics and themes that are of great
importance to practicing and aspiring teachers. These topics include recent debates about the
teaching of English, active learning opportunities with literature, methods of instruction,
curriculum development and alignment with standards, the use of technology in teaching and in
student research, and assignment design and evaluation. This course is conducted at the
practicum site. Transportation to and from the practicum site is the responsibility of the
student. Prerequisites: EDU 215 or EDU 230.
303. Secondary Art Methods
This course is designed to help prepare students to be effective teachers of art at the secondary
school level. The practicum will allow students to observe and teach in the high school art
classroom and examine the stages of artistic development and appropriate art lessons and
teaching strategies. Consequently, students will be in conversation about the particulars of
teaching various artistic mediums in the high school setting. This course is conducted at the
practicum site. Transportation to and from the practicum site is the responsibility of the
student. Prerequisites: EDU 215 or EDU 230.
304. Secondary Foreign Language Methods
This course explores the theory and practice of teaching and learning a foreign language in the
secondary school setting. Topics will include instructional strategies for teaching conversational
skills and cultural appreciation in the target language, and learning theory as it relates to the
study of foreign language. This course is conducted at the practicum site. Transportation to and
from the practicum site is the responsibility of the student. Prerequisites: EDU 215 or EDU 230.
305. Secondary Math Methods
This course is focused on the practice of teaching mathematics. It will offer students
opportunities to observe, experiment with, and evaluate specific instructional methods for
mathematics and discuss the importance of balancing theory with practice. Specifically, this
course is designed around three primary domains of teaching mathematics: providing
instructional explanations of mathematics, facilitating small-group cooperative problem solving,
and orchestrating whole-class mathematical discussions. This course is conducted at the
practicum site. Transportation to and from the practicum site is the responsibility of the
student. Prerequisites: EDU 215 or EDU 230.
306. Secondary Social Studies & History Methods
This course introduces students to methods and strategies for teaching social studies and history
at the secondary level. In the course students will be introduced to the historical and theoretical
foundations of teaching social sciences, as well as to general issues involved in planning and
organizing a social studies curriculum. These include primary source-based history instruction;
methods of historical production (e.g., films, graphic histories, documentaries); curriculum
development; aligning instruction with standards; technology and social studies teaching; and
assignment design and evaluation. This course is conducted at the practicum site.
Cornell College 2016-17 Academic Catalogue 114
Transportation to and from the practicum site is the responsibility of the student. Prerequisites:
EDU 215 or EDU 230.
307. Secondary Science Methods
This course is designed to provide students with the opportunities to enhance science content
knowledge and develop pedagogical skills needed for effective science teaching in middle and
high school classrooms. A great deal of class time is devoted to experiential activities that deal
with science content and process skills, and how to teach them to middle and high school
students. Students will demonstrate their ability to effectively teach science using various
strategies such as inquiry, modeling and computer simulations. This course is conducted at the
practicum site. Transportation to and from the practicum site is the responsibility of the
student. Prerequisites: EDU 215 or EDU 230.
314. Methods of Elementary Mathematics
Current elementary school methods of instruction, lesson planning, computer applications,
student assessment, and classroom management. Thirty hours of observation-practicum in the
schools. Students must provide their own transportation. This course must be taken PRIOR to
student teaching. No S/U option. Additional Prerequisites: EDU 215 or 230 and admission to
Teacher Education Program. (Teacher Preparation)
317. Methods of Elementary Science and Social Studies
Current elementary school methods in the teaching of natural science and social studies. Special
emphasis on the development of interdisciplinary methods, the development of curricular units,
lesson design, computer applications, student assessment, and classroom management. Thirty
hours of observation-practicum in the schools. Students must provide their own transportation.
This course must be taken PRIOR to student teaching. No S/U option. Prerequisite: EDU 215 or
230. (Teacher Preparation)
318. Methods of Elementary Language Arts and Reading
Current elementary school methods in the teaching of reading, instructional planning, language
acquisition, student assessment, and teaching materials in the field of elementary language arts
and reading. Reading Recovery, Title I, and other literarcy support programs are addressed.
Thirty hours of observation-practicum in the schools. Students must provide their own
transportation. This course must be taken PRIOR to student teaching. No S/U option.
Prerequisite: EDU 215 or 230. (Teacher Preparation)
319. Children's Literature
Comparative study of literary texts for children, including instructional planning, the teaching of
reading, the use of literature with elementary students, and student assessment. Thirty hours of
observation-practicum in the schools. Students must provide their own transportation. This
course must be taken PRIOR to student teaching. No S/U option. Prerequisite: EDU 215 or 230.
(Teacher Preparation)
328. Content Area Reading, Instructional Strategies and Management Theory for
Secondary Teachers
This course equips students with content area reading methods, instructional strategies and
management techniques at the secondary level. Students complete a 40 hour practicum at the
junior high or high school level, and they must provide their own transportation to the school
site. It is highly recommended that this course must be taken PRIOR to student teaching. No
Cornell College 2016-17 Academic Catalogue 115
S/U option. Prerequisites: EDU 215 or EDU 230. and admission to Teacher Education Program.
(Teacher Preparation)
330. Foundations of Literacy
This course is designed to facilitate an understanding of the processes of literacy development
for elementary learners. Diversity, in its many forms, will frame many of the discussions on the
ways literacy is culturally situated within elementary classrooms. A range of research-based
reading and writing theories will be examined as well as the history of reading and writing
theories. A focus on the major components of reading (phonemic awareness, word
identification/phonic, vocabulary, fluency and comprehension in context) and the integration of
technology in literacy learning will be emphasized. Lastly, how, as elementary teachers, might
reading struggles be mediated and authenticated via natural learning experiences for diverse
students will be discussed throughout the course. Prerequisites: Admittance to the Teacher
Preparation Program/Education Department (during the sophomore year) and either EDU 318
Methods of Language Arts and Reading or EDU 319 Children’s Literature or permission of
instructor. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION
MAJOR
340. Language, Literacy, and Communication
This course is designed to teach pre-service teachers how to recognize and implement
appropriate environmental strategies that support early literacy development and appropriate
early experiences with reading and writing. Emphasis is placed on speaking and listening, as
well as reading and writing readiness. A repertoire of strategies that include (1) plans for
creating language- and literacyrich classroom environments and (2) activities that
intentionally promote early literacy development will be developed. Developmentally
appropriate strategies consistent with current knowledge of how young children develop, learn,
and thrive in a literacy-rich environment will be emphasized. Upon completion of the course,
students will be able to select, plan, implement, and evaluate appropriate early literacy
experiences. Prerequisites: Admittance to the Teacher Preparation Program/Education
Department (during the sophomore year) and either EDU 318 Methods of Language Arts and
Reading or EDU 319 Children’s Literature or permission of instructor. Alternate years. DOES
NOT COUNT TOWARDS THE ELEMENTARY EDUCATION MAJOR
350. Literacy in Content Areas: Elementary
Educators must first and foremost recognize the fact that reading and writing, far from being
isolated areas of study, touch upon all facets of learning in each and every content area. The
major goal of this course, then, is to understand how, as elementary teachers of all content
areas, might employ developmentally appropriate literacy strategies to enhance content area
learning. Students will become familiar with the Title I laws in Iowa and take a close look at the
kind of reading support Title I teachers offer. Prerequisites: Admittance to the Teacher
Preparation Program/Education Department (during the sophomore year) and either EDU 318
Methods of Language Arts and Reading or EDU 319 Children’s Literature or with permission of
instructor. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION
MAJOR
360. Reading Assessment, Diagnosis, and Evaluation
This course will examine reading assessment theory, materials and procedures. The
foundational concepts of reading assessment, diagnosis and evaluation will be developed.
Additionally, the uses of reading assessment and the communication of reading assessment
Cornell College 2016-17 Academic Catalogue 116
results will be emphasized. Students will engage in a variety of reading assessments with two
elementary students that are valid and reliable so as to make on-going instructional changes and
to maintain successful classroom literacy practice. Prerequisites: Admittance to the Teacher
Preparation Program/Education Department (during the sophomore year) and either EDU 318
Methods of Language Arts and Reading or EDU 319 Children’s Literature or with permission of
instructor. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION
MAJOR.
390. Individual Project: See Additional Academic Programs, All-College Independent Study
Courses 390. (CR)
410. Student Teaching I
A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12
school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening
seminar is required. These three courses must be scheduled in consecutive terms during the
senior year or during a fifth year. Required for a teaching certification recommendation.
Students must provide their own transportation. EDU 440 may be required depending upon
public shool calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All
200- and 300-level Education courses and approval of the Education Department. (CR)
(Teacher Preparation)
420. Student Teaching II
A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12
school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening
seminar is required. These three courses must be scheduled in consecutive terms during the
senior year or during a fifth year. Required for a teaching certification recommendation.
Students must provide their own transportation. EDU 440 may be required depending upon
public shool calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All
200- and 300-level Education courses and approval of the Education Department. (CR)
(Teacher Preparation)
430. Student Teaching III
A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12
school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening
seminar is required. These three courses must be scheduled in consecutive terms during the
senior year or during a fifth year. Required for a teaching certification recommendation.
Students must provide their own transportation. EDU 440 may be required depending upon
public shool calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All
200- and 300-level Education courses and approval of the Education Department. (CR)
(Teacher Preparation)
440. Student Teaching IV
A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12
school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening
seminar is required. These three courses must be scheduled in consecutive terms during the
senior year or during a fifth year. Required for a teaching certification recommendation.
Students must provide their own transportation. EDU 440 may be required depending upon
public shool calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All
Cornell College 2016-17 Academic Catalogue 117
200- and 300-level Education courses and approval of the Education Department. (CR)
(Teacher Preparation)
450/460/470/471. Music Student Teaching I-IV
483. Senior Seminar
Students complete this capstone course upon conclusion of their student teaching. Involves
critical examination of current educational controversies, reform ideas, ethical considerations,
legal questions, and administrative problems facing modern American education. Students
complete a detailed professional portfolio and, a five-year professional development plan.
Credit/No Credit (CR). (Teacher Preparation)
Engineering Sciences (EGR)
See Physics and Engineering Sciences
English and Creative Writing (ENG)
Rebecca Entel, Glenn Freeman (chair), Leslie K. Hankins, Michelle Mouton, Shannon Reed,
Kirilka Stavreva
Fosters a general understanding of English and American literary history while enabling
students to concentrate in one of three areas in the field of English: literature; creative writing;
or film studies.
Major: Must complete a minimum of 11 courses at the 200, 300, or 400-level (must complete
10 courses if the course for #2 below simultaneously fulfills another requirement), to include the
following:
1. Two of the following foundation courses in the field of English, one of which must be in the
area of concentration (recommended to be completed by the end of sophomore year): ENG
201, 202, or 215.
2. One of the following courses with emphasis on social and/or global issues (may
simultaneously fulfill one additional requirement for the English major if eligible): ENG
240, 311, 327, 347 (when offered at the Wilderness Station), 350, 351, 267/367, 370, any
200- or 300-level literature course offered by the Classical and Modern Languages
Department, (except FRE 311, GER 311, SPA 311).
3. One elective in the department.
4. One of the following concentrations:
a. Literature
i. Four courses, to be distributed among at least three of the following literary-
historical groups; at least one course must be from the Medieval and Renaissance
group
1. Medieval and Renaissance Literature: ENG 321-327;
2. Restoration and 18th Century: ENG 328, 329, 331, 332;
3. 19th-Century Literature: ENG 333, 334, 343, 345; 351 (depending on topic)
4. 20th-21st Century: ENG 335, 336, 347, 350, 351 (depending on topic), 361, 363,
364, 365 (depending on topic), 267/367;
ii. One course from ENG 311, 319, 371;
Cornell College 2016-17 Academic Catalogue 118
b. Creative Writing
i. Three courses, to be distributed among three of the following literary-historical
groups:
1. Medieval and Renaissance Literature: ENG 321-327;
2. Restoration and 18th Century: ENG 328, 329, 331, 332;
3. 19th-Century Literature: ENG 333, 334, 343, 345; 351 (depending on topic)
4. 20th-21st Century: ENG 335, 336, 347, 350, 351 (depending on topic), 361, 363,
364, 365 (depending on topic), 267/367;
ii. Either ENG 317 or 318;
iii. One additional course from ENG 220, 317, 318, 381-383, THE 321;
c. Film Studies
i. Three courses, to be distributed among three of the following literary-historical
groups:
1. Medieval and Renaissance Literature: ENG 321-327:
2. Restoration and 18th Century: ENG 328, 329, 331, 332;
3. 19th Century: ENG 333, 334, 343, 345; 351 (depending on topic)
4. 20th-21st Century: ENG 335, 336, 347, 350, 351 (depending on topic), 361, 363,
364, 365 (depending on topic), 267/367;
ii. Two additional courses from ENG 327, 365, 370, 371 (depending on topic), 372, HIS
364, CLA 364;
5. Capstone Experience: ENG 411; and ENG 412 for the creative writing concentration or 413
for the literature or film studies concentration
The department recommends that foundation courses be completed by the end of the
sophomore year and that majors consider an internship in an area of interest in the junior or
senior year. Transfer students must take a minimum of six courses toward the major at Cornell
College.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
English/Language Arts should seek admission to the Teacher Education Program. See the
Education department section for application and certification information (pages 109-111).
Minor: Six courses at 200/300 level to include:
1. ENG 201
2. ENG 202 or 215
3. Three courses selected from at least two of the following groups
a) 321-332
b) 333-351; 361-372
c) 317-318; 381-383
4. one elective
101-105. Topics in English
A focus on a topic in literary studies, in film, or on a topic that bridges literature, film, creative
writing or other arts. See Topics Courses.
111. Topics in Literature, Film, or Cultural Studies
Writing seminar for first-year students, an intensive engagement with a topic in literature, film,
or cultural studies. See Topics Courses. (Writing Requirement)
Cornell College 2016-17 Academic Catalogue 119
201. Introduction to Literary Studies
Introduces students to methods of reading, analyzing, and interpreting literature. Focus on
understanding conventions and technical aspects of a literary work and on introduction to
multiple genres of literature. Students do close reading and are introduced to additional
methods of critical inquiry involving literature. Shows students how to apply critical and literary
vocabulary, and to develop writing and research skills. (Humanities)
202. Introduction to Film Studies
An introduction to film as an art form, cultural practice, and institution. The class focuses on
questions of film form and style (narrative, editing, sound, framing, mise-en-scène) and
introduces students to concepts in film history and theory (e.g. national cinemas, periods and
movements, institution, authorship, spectatorship, ideology, style, genre). Students develop a
basic critical vocabulary and research practices for examining film. They apply their skills in oral
and written analysis and interpretation to a wide range of films: old and new, local and global,
mainstream and less familiar. (Humanities)
215. Introduction to Creative Writing
Beginning course in creative writing and an introductory course to the English major. Students
will explore a myriad of writing techniques and approaches to writing in a variety of genres.
Students will write, share work, and offer critiques. The course also includes the study of
published authors as models for student writing, as literary historical context for artistic
creation, and for the study of creative theory. Students will learn to analyze texts from a writer’s
perspective, which they will apply to their own writing and to the study of literature in the
major. (Fine Arts)
220. Nature Writing
A creative writing workshop focused on writing concerned with the environment and human
relationships with the environment. Our focus will be on non-fiction and the lyric essay.
Students will produce a range of creative works and will engage in thoughtful discussion and
critique of peers’ work. We will also read widely in the tradition of environmental writers,
including writers such as Rachel Carson, Aldo Leopold, Sigurd Olson, Annie Dillard, Barry
Lopez, Terry Tempest Williams, and Gary Snyder to study techniques used by these writers.
Offered in alternate or every third year. (Fine Arts)
240. Theatre, Architecture, and the Arts in Great Britain
A study of British literary, heritage, and theatre tourism. While reflecting on the history and
present-day state of cultural tourism in the United Kingdom, students visit literary and
historical sites in Scotland and England, attend a range of theatre events in Stratford-upon-
Avon and London, and visit museums and galleries in London and beyond. Students will read
travel writing and plays, keep an academic travel journal, and write several short papers. Team-
taught in the United Kingdom. Registration entails additional costs. Prerequisites: Either a
Writing-designated course (W), or one of the following: ENG 201, 202, 215. Students must
secure permission of instructor and have at least 2.0 GPA and be in good disciplinary and
financial standing with the College. The course will be offered next in 2017-18. (Humanities)
267. Multicultural Literature
Critical analysis of texts by national and international writers of "minority" status, which may
include groups marginalized by race, ethnicity, sexual orientation, and socioeconomic class.
Cornell College 2016-17 Academic Catalogue 120
Consideration of the role of an author's status or identity in literary study. Prerequisite: Writing
designated course (W). (Humanities)
273-277. Topics in English Studies
A focus on a topic in literary studies, in film, or on a topic that bridges literature, film, creative
writing or other arts. See Topics Courses.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
311. Grammar and the Politics of English
An examination of the structures and forms which currently govern standard usage of the
English language. Encompasses a broad view of grammar as a subject by a wide-ranging
investigation of the history and development of the language. Examines the social and political
implications of the development of English as a global language. Prerequisites: sophomore
standing and a writing-designated course (W), or ENG 201, 202, or 215. Alternate years.
(Humanities)
317. Advanced Poetry Writing
Advanced course in writing poetry. Students will study techniques, share work, and offer
critiques. The course will also include the study of published poetry. Additional topics will
include publication options, manuscript submission procedures, and resources for writers. May
be repeated once for credit. Prerequisites: ENG 215 and sophomore standing. Alternate years.
(Fine Arts)
318. Advanced Fiction Writing
Advanced course in writing fiction. Students will study techniques, share work, and offer
critiques. The course will also include the study of published fiction. Additional topics may
include publication options, manuscript submission procedures, and resources for writers. May
be repeated once for credit. Prerequisites: ENG 215 and sophomore standing. (Fine Arts)
319. Advanced Critical Writing
Advanced course in academic writing. In discussion, intensive workshops, and individual
instruction, students will critically read and evaluate their own work and the work of their peers,
as well as professional academic writers. In addition to writing several papers, students will
substantially revise and expand the research for a paper they have written for a previous course.
Students must bring to class on the first day a short paper they are prepared to further research
and revise. The course will also give considerable attention to advanced information literacy and
advanced writing style. This course is especially appropriate for students who intend to pursue
graduate study or careers with a strong writing component. Prerequisites: junior standing and a
writing-designated course (W), or ENG 201, 202, or 215.
321. Studies in Medieval Literature
Topical concentrations in English and world literature of the Middle Ages, including cultural
context. Topics may include: Arthurian romance, Dante, Chaucer, the mystical tradition,
chivalry, etc. Prerequisites: writing-designated course (W), or ENG 201, 202, or 215. When
offered off campus, the course entails additional prerequisites. Offered on a two or three year
cycle. No S/U option. (Humanities)
Cornell College 2016-17 Academic Catalogue 121
322. Medieval and Renaissance Drama: Shakespeare's Rivals
A study of the drama of Shakespeare’s predecessors, contemporaries, and rivals such as Cary,
Dekker, Ford, Marlowe, Middleton, etc. within the context of the booming printing and
theater trades of early modern England. The course develops editing skills by producing a new
teaching edition of an early modern play. Prerequisite: writing designated course (W), or ENG
201, 202, or 215. Offered every third year. (Humanities)
323. Shakespeare I: Comedies and Romances
Analytical, cultural-historical, and performative approaches to Shakespeare. Discussion of
selected comedies and romances in their cultural contexts and contemporary performance.
Prerequisite: writing designated course (W), or ENG 201, 202, or 215. (Humanities)
324. Shakespeare II: Histories and Tragedies
Critical analysis of Shakespeare's histories and tragedies, with attention paid to their cultural
contexts and performative aspects. Prerequisite: writing-designated course (W), or ENG 201,
202, or 215. (Humanities)
325. Renaissance Non-Dramatic Literature
English and world literature from the period 1500-1660. Topics may include: women writers;
literature of geographic exploration; lyric poetry; studies of authors, such as Donne, Elizabeth I,
Spenser, or of authors’ circles, such as the Sidney family. The course entails a hands-on
introduction to book arts, including letterpress printing. Prerequisite: ENG 111, 201, or 215.
Offered in alternate years or every third year. (Humanities)
326. Milton
This course will provide a deep and thorough engagement with John Milton's epic poem,
Paradise Lost. Attention will be given to the reading practices of early modern and post-modern
audiences. Additional materials may include critical articles and other works by John Milton,
like Comus, Samson Agonistes, or selections from his sonnets or prose works. The course will
conclude with a consideration of contemporary uses for Milton's epic. Prerequisites: writing-
designated course (W), and ENG 201, 202, or 215. Alternate years or every third year.
(Humanities)
327. Shakespeare after Shakespeare: Performance and Cultural Criticism
A study of Shakespeare’s plays as blueprints for performance, and of the historically and
culturally diverse forms of Shakespearean performances on stage and screen, including Asian,
East European, and other renditions. Focus on the relationship of performance to the processes
of cultural formation and reflection. Students in the class engage in performance workshops and
theatre and/or media production activities enabled by the Stephen Lacey Memorial Shakespeare
Fund. Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Alternate years or
every third year. (Humanities)
328. Eighteenth Century English Literature
Drama, poetry and essays of the period 1660-1798. Discussion of the interplay between culture
and literature. Topics may include colonialism; civility, honor and barbarism; politics and
poetics of Restoration drama. Authors may include Behn, Wycherly and Rochester, Addison and
Steele, Swift, Pope, and Eliza Haywood. Prerequisite: writing-designated course (W), or ENG
201, 202, or 215. Alternate years or every third year. (Humanities)
Cornell College 2016-17 Academic Catalogue 122
329. Eighteenth Century Fiction
Examination of fiction written between 1660-1789. Discussion of the novel and the anti-novel
using works such as Pamela, Joseph Andrews, The Female Quixote, Tristram Shandy, and
Northanger Abbey. Some discussion of contemporary creative and critical responses to
eighteenth-century fiction. Prerequisite: writing-designated course (W), or ENG 111, 201, 202,
or 215. Alternate years or every third year. (Humanities)
331. British Literature of the Romantic
An examination of intellectual, political, and aesthetic movements of the English Romantic
period 1789-1832. May focus on a topic such as gender and Romantic poetics, the Gothic
impulse, or slavery and abolition. Prerequisite: writing-designated course (W),or ENG 111, 201,
202, or 215. Alternate years. (Humanities)
332. Queering the Restoration
This course examines the construction and disruption of gender--especially on the stage--during
Restoration England (1660-1714). Readings will include comedy and drama from the period,
along with historical and contemporary theories of gender and theatre. Assignments include
papers, research projects, and performance. This course also counts towards the GSS major.
Prerequisites: W course, ENG 201, 202, 215, or GSS 171. (Humanities)
333. Victorian Literature
Poetry, novels, essays, and plays written between 1837 and 1901. May focus on a topic, such as
the Victorian life cycle, political reform movements, or turn-of-the-century decadence.
Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Alternate years.
(Humanities)
334. Nineteenth Century English Novel
A study of one or more forms: the domestic novel, the Gothic novel, the serial novel, the novel of
social critique. Authors may include Austen, Shelley, Dickens, Eliot, Trollope, and Wilde.
Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Alternate years.
(Humanities)
335. Virginia Woolf
Novels and essays by the iconic and innovative early twentieth century British writer and critic,
Virginia Woolf, including A Room of One's Own and other groundbreaking essays, novels such
as Jacob's Room, To the Lighthouse, Mrs. Dalloway, The Waves, Orlando, and Between the
Acts, and her autobiographical writing "A Sketch of the Past." This course also counts toward the
GSS major. Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Alternate
years. (Humanities)
336. Early Twentieth Century Literature
Texts from the first half of the twentieth century, chosen from British and American writers such
as Rebecca West, Ernest Hemingway, Dorothy Richardson, H. D., Virginia Woolf, James Joyce,
D. H. Lawrence, Zora Neale Hurston, and others. The course may include films of the early
twentieth century, and may focus on a topic such as films and literature of World War I or
transatlantic modernist experiments in literature and film. Prerequisite: writing-designated
course (W), or ENG 201, 202, or 215. Alternate years. (Humanities)
343. The American Renaissance
Literary and cultural trends in the early- and mid-nineteenth century with attention to
Cornell College 2016-17 Academic Catalogue 123
Transcendentalism, Melville's Moby-Dick, and philosophical contradictions within the period.
Authors in addition to Melville may include Emerson, Thoreau, Fuller, Douglass, and Alcott.
Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Offered every third year.
(Humanities)
345. Late Nineteenth Century American Literature
Literary and cultural trends of the late-nineteenth century with a focus on the relationship
between literary and social movements of the time period. Authors may include Twain, James,
Whitman, Davis, Gilman, and Riis. Course may include a civic engagement component and/or
group research project investigating the role of literature in reform movements. Prerequisite:
writing-designated course (W), or ENG 201, 202, or 215. Alternate years. (Humanities)
347. Modern American Literature: Encountering the Wilderness, Literature, and
Photo-Writing at the Boundary Waters (Wilderness Field Station, Minnesota)
The class will immerse ourselves in the glorious September outdoors, as we canoe, study
wilderness journals, literature, art and photography and consider the interplay between our own
encounters with the wilderness and the artworks about the wilderness that we study. We will
reflect upon art and meditation as ways of relating to the wilderness; we will keep
journals/portfolios of projects involving writing, literary analysis, meditation, and photography
(including a one-photo-a-day project inspired by Jim Brandenberg’s works). Open to seasoned
campers & neophytes. Registration entails additional costs, estimated $500. Prerequisite:
writing (W) course, ENG 201, 202, or 215. (Humanities)
350. American Nature Writers
Study of writers who share a concern with human relationships with nature, landscape, and the
environment. Authors may include Muir, Leopold, Dillard, Carson, Abbey, and Krakauer.
Prerequisite: writing (W) course, ENG 201, 202, or 215. (Humanities)
351. Studies in African-American Literature
Study of African-American Literature and/or film. Topics may include African-American women
writers and directors. This course also counts towards the GSS major. Prerequisite: writing (W)
course, ENG 201, 202, or 215. (Humanities)
361. Modern Poetry
Poetic trends in the first half of the twentieth century. Poets may include Eliot, Stevens,
Williams, Stein, Loy, Millay, Hughes, and H.D. Prerequisite: writing (W) course, ENG 201, 202,
or 215. (Humanities)
363. Contemporary Fiction
Intensive look at recent and experimental developments in fiction as represented by writers
such as Sherman Alexie, Leslie Marmon Silko, Maxine Hong Kingston, Don DeLillo, and Tim
O'Brien. Prerequisite: writing (W) course, ENG 201, 202, or 215. (Humanities)
364. Contemporary Poetry
Poets whose work has come to prominence since 1950 and an overview of poetic trends in
America. Poets may include Lowell, Ginsberg, Ashbery, Rich, Plath, Olds, and Graham.
Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Offered every third year.
(Humanities)
Cornell College 2016-17 Academic Catalogue 124
365. Comparative Literature and Cinema
Investigating some of the multi-faceted connections between literature and film, this course may
focus on a topic such as the investigation of transatlantic avant-garde film and the "little
magazines" or film societies and literary coteries of the early twentieth century. Prerequisite:
writing-designated course (W), or ENG 201, 202, or 215. Alternate years. (Humanities)
370. AIDS Literature, Film, and Social Theory
Study of the historical emergence and consequences of HIV/AIDS through memoirs, novels,
plays, documentary and feature films, and essays. In evaluating the way literature shapes our
understanding of HIV and AIDS, we will explore pertinent issues of race, gender, nationality,
and sexual identity. May include service learning component with required field trips.
Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Offered in alternate years
or every third year. This course also counts towards the GSS major. (Humanities)
371. Literary Theory
Survey of literary theories with emphasis on the second half of the twentieth century through the
present. Theories considered may include Narrative Theory, Feminist theories, Reader-
Response Theory, New Historicism, Postmodernism, and Cultural Studies as well as newer
approaches. Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Alternate
years. Recommended for students who may be interested in pursuing graduate studies in
English. (Humanities)
372. Film and Film Studies
The study of films as artistic and cultural texts. The focus may be on the study of an individual
director, Hitchcock, or a broader topic, such as Women Directors, or a particular period in film
history, such as Avant Garde Films of the 1920's and 1930's. See Topics Courses for expanded
current course description. (This is not a film production course.) Prerequisite: writing-
designated course (W), or ENG 201, 202, or 215. (Humanities)
373-374. Advanced Topics in Literature
Intensive focus on an advanced topic in literary studies, or on a topic that bridges literary
studies and other media of artistic expression. Prerequisite: writing-designated course (W), or
ENG 201, 202, or 215; individual courses may have additional prerequisites. See Topics Courses.
(Humanities)
377-378. Advanced Topics in Film, Intermedia, or Cultural Studies
Intensive focus on an advanced topic in film or other new media. Prerequisite: writing-
designated course (W), or ENG 201, 202, or 215; individual courses may have additional
prerequisites. See Topics Courses.
380. Internship
Diverse internship options may include writing and editing in the commercial world, such as
working for a newspaper, a magazine, a publishing house, or another communications medium.
Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. See Additional Academic
Programs, All-College Independent Study Courses 280/380. (CR)
381-383. Advanced Topics in Creative or Media Writing
Advanced study of creative writing or writing for one of the communications media.
Prerequisite: writing-designated course (W), or ENG 201, 202, or 215; individual courses may
have additional prerequisites. See Topics Courses.
Cornell College 2016-17 Academic Catalogue 125
390. Individual Project: See Additional Academic Programs, All-College Independent Study
Courses 390. (CR)
411. Senior Seminar
Advanced, theoretically informed engagement with literary studies, broadly defined, including
reflection on what the English major brings to intellectual and creative life beyond the
undergraduate years. See Topics Courses for current topics and course descriptions.
Prerequisites: English major and senior standing. (Humanities)
412. Senior Project in Creative Writing
This course serves as the second half of the capstone experience for students completing the
English major’s creative writing concentration. Students will work independently on a creative
writing project started in previous workshops, meet independently with the instructor to discuss
their progress and work on successive drafts, and meet with other students for an intensive
workshop of projects. Students will also work with the instructor to create, complete, and
discuss a reading list relevant to their project. The goal is to produce work for publication
and/or public performance. The Senior Project Workshop will be conducted as a combination of
workshop with other course members, independent study, and one-on-one mentoring. The
block will also include professional training in the submission and publication process as well as
graduate school and careers in writing.
413. Senior Project in Critical Writing
This course serves as the second half of the capstone experience for students completing the
English major’s concentrations in Literary Studies and in Film and Literary Studies. Students
will work independently to develop a project proposed in ENG 411 into a theoretically informed
research thesis of substantial length. The goal is to produce work for public presentation or for
publication in an undergraduate journal or comparable venue. The course will also include
professional training in the processes of conference and publication submission and review. The
Senior Project Workshop will be conducted as a combination of workshop with other course
members, independent study, and one-on-one mentoring.
510. Introduction to Book Arts (1/4)
The course will introduce participants to the field of book arts, including page design,
letterpress, typesetting, printing, and book construction through demonstrations and hands-on
experience. Sessions may also include field trips to libraries and museums, fine presses, and/or
Book Studies Programs. To earn credit, students must complete four sessions and all homework,
including a culminating project. A complete schedule of workshops and fieldtrips will be
distributed at an informational session to be held at the beginning of the academic
year. Prerequisite: permission of instructor. (CR)
715. Literature in Action: Editing (1/4)
Serving in one of the supervisory positions for the English Department literary magazine Open
Field (or similar magazine): Editor, Assistant Editor, Web Editor, Art/Design Editor.
Participation must be supervised by a member of the Department and the work carried out
within a single semester. May be repeated for credit. (Fine Arts) (CR)
Cornell College 2016-17 Academic Catalogue 126
Environmental Studies (ENV)
Advisor: Rhawn Denniston
Major:
1. ENV 101, 201, 202, 301, ECB 261 (Global Environmental Economics), and one of the
following pairs of courses:
a. Pairing #1:
i. ENG 350 (Nature Writers) or ENG 347 (Literature and Arts of the
Wilderness);
ii. PHI 224 (Environmental Ethics)
b. Pairing #2:
i. POL 172 (American Politics) or POL 182 (Public Policy)
ii. POL 368 (Environmental Politics) or POL 371 (Wilderness Politics);
2. Five (5) electives to be chosen with the student’s ENV advisor and that define a
concentration, at least two (2) of which must be at or above the 300-level; CSC 222
(Geographic Information Systems) is encouraged as one of the electives where appropriate.
No prescribed list of electives will be created; instead, students will be allowed to choose
from all classes offered at Cornell as long as (1) they define a particular area of concentration
and (2) they are acceptable to that student’s ENV advisor and members of the
Environmental Studies Program Committee. The list of five electives will be finalized with
the students’ ENV advisor and submitted to the Registrar and the Environmental Studies
Program Committee at the time of spring registration during the junior year. The list of
electives must be accompanied by a statement explaining how those courses define a
particular area of concentration, and must be signed by the advisor and two other members
of the Environmental Studies Program Committee; and
3. Capstone experience: May involve a course, internship, or other experience that
complements the student's ENV concentration. Should be performed only after having
completed at least 9 of the credits required for the major. Capstone proposals must be
deemed acceptable by the student's capstone committee (which is to be composed of three
faculty, at least two of whom are regular members of the Environmental Studies Program
Committee) at least one month in advance of the capstone experience.
4.
Graduating with honors in Environmental Studies requires satisfying the following two
requirements:
a.
an average GPA of 3.5 in all courses counted for the ENV major; these include the
required courses, the courses used to define a concentration, and any courses
used to satisfy the capstone requirement (note that the capstone need not be a
course);
b.
a capstone project of sufficient intellectual depth to merit honors in
Environmental Studies; each honors capstone will be evaluated by the student’s
capstone committee and should be discussed among the student and his/her
capstone committee during construction of the capstone proposal.
Minor: ENV 101; ECB 261 (Environmental Economics); at least two of the following: ENV 201,
ENV 202, 301; and one of the following pairs of courses:
1. Pairing #1:
a. ENG 350 (Nature Writers) or ENG 347 (Modern American Literature);
Cornell College 2016-17 Academic Catalogue 127
b. PHI 224 (Environmental Ethics)
2. Pairing #2:
a. POL 172 (American Politics) or POL 182 (Public Policy)
b. POL 368 (Environmental Politics) or POL 371 (Wilderness Politics).
101. Environmental Perspectives
An interdisciplinary examination of the interplay between the artistic, social and scientific
components of modern environmental issues. Not open to juniors or seniors.
201. Environmental Biology
Investigation of the fundamental biological principles underlying how humans and other living
things interact with an environment increasingly altered by human activities. These principles
will be applied to understanding and seeking practical solutions to modern environmental
problems. Prerequisite: ENV 101 or any science credit. Alternate years. (Laboratory Science)
202. Introduction to Environmental Chemistry
This course introduces some of the fundamental concepts used for understanding the chemical
processes occurring in the environment. Topics covered will include: chemical bonding and
structure; cycling of chemical substances and elements in the atmosphere, oceans, and soils; the
chemistry of atmospheric and water pollution; chemical analysis of environmental samples. This
course cannot be used to satisfy course requirements in the chemistry major. Offered as an off-
campus course in alternate years which incurs additional costs. Prerequisite: ENV 101 or any
science credit. (Laboratory Science)
260-262. Topics in Environmental Studies
See Topics Courses.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
301. Environmental Geology
Human interaction with the geological environment. Topics include groundwater, floods, soil
and water contamination, slope stability, subsidence, and climate change. Field studies: water
quality related to land use in a watershed basin. Not open to students who have already taken
GEO 320. Prerequisite: ENV 201 or 202, or BIO 141 and BIO 142, or CHE 121 and CHE 122.
(Laboratory Science)
380. Internship in Environmental Studies
Working with a business, government agency, or other institution under the direction of the
organization's leaders and a faculty supervisor. Prerequisites: junior standing; at least one of the
three required 300-level courses; approval by the participating institution, the faculty
supervisor, and the Environmental Studies advisor. See Additional Academic Programs, All-
College Independent Study Courses 280/380. (CR)
385. Advanced Topics in Environmental Studies
See Topics Courses.
912. Tanzania: Studies in Human Evolution and Ecology: see ACM Programs.
942. Costa Rica: Tropical Field Research: see ACM Programs.
Cornell College 2016-17 Academic Catalogue 128
988. The School for International Training offers semester-long programs that have an
emphasis on environmental and ecological issues. They are located in Australia (2), Botswana,
Brazil, Ecuador, Madagascar, Panama, Tanzania (2), and Viet Nam. Some require previous
training in a foreign language or coursework in environmental studies. See School for
International Training Programs.
Cornell College 2016-17 Academic Catalogue 129
Ethnic Studies (EST)
Advisor: Marcela Ochoa-Shivapour
The Ethnic Studies Program and the courses that make up its major address questions of ethnic
identity and relations among ethnic groups and is supervised by a faculty committee composed
of the course instructors.
In order to receive Ethnic Studies credit a course must devote a significant portion of its content
to the study of subordinate racial or ethnic groups, where a subordinate group is understood as
one whose members are, or have historically been, disadvantaged and subjected to unequal
treatment by the dominant group in a society, the latter understood as a group whose members
have superior access to or control over a society's economic, political, or social power. Specific
courses may emphasize the cultural practices of one or more racial or ethnic groups or the
interrelationships between subordinate and dominant racial or ethnic groups.
Ethnic Studies faculty members: Craig Allin, Carol Enns, Christina Penn-Goetsch, Marcela
Ochoa-Shivapour, Mary Olson, Catherine Stewart, Johanna Schuster-Craig
Major: A minimum of 10 course credits which include:
1. ANT 101 (Cultural Anthropology); EDU 240 (Human Relations); EST 123; EST 485; PSY 276
(Multicultural Psychology); and SOC 348 (Race and Ethnic Relations).
2. Four courses selected from the following, at least two of which must be at the 300 level and
no more than three of which may be chosen from one department:
ANT 206 - West Indian People and
Culture
ANT 208 - Cross-Cultural Love and
Family
ART 261 - Topics in Non-Western
Art
ART 263 - Arts of West and Central
Africa
ART 264 - African American Art
ART 265 - Arts of the African
Diaspora
ART 266 - American Indian Art:
Gender and the Marketplace
ENG 351 - African-American
Literature
ENG 367 - Multicultural Literature
GER 116 - Topic: Holocaust
GER 117 - Islam in Europe
HIS 1xx - Introductory Seminar in
History, when the topic is "The
Holocaust"
HIS 251 - Federal Indian Policy
HIS 255 - American Lives, when
the topic is "African-Americans"
HIS 350 - Colonial America
HIS 354 - United States Social
History Since 1940
HIS 356 - African-Americans in U.S.
History
MUS 220 - Jazz History
PHI 301 - Asian Philosophy
POL 335 - Seminar in International
Relations and Comparative
Government, when the topic is
"Ethnicity and Ethnic Conflicts in
Today's World"
POL 361 - Race, Sex, and the
Constitution
POL 367 - Urban Politics and Policy
REL 342 - Judaism
REL 362 - Holocaust and Response
RUS 281 - “The Other” in Russian
Literature and Film
SOC 248 - American Indians:
Culture, Activism, and Social
Justice
SOC 343 - Women: Oppressions
and Resistances
SOC 376 - The African American
Civil Rights Movement through
Film
SPA 383 - Latinos in the U.S.
SPA 385 - Latin American Culture
and Civilization
Similar courses, if approved in advance by the Ethnic Studies advisor, may also be chosen as
electives. Students are encouraged to participate in relevant study-abroad programs. To count
Cornell College 2016-17 Academic Catalogue 130
such programs toward an interdisciplinary major in Ethnic Studies, students must obtain the
approval of the Ethnic Studies advisor in advance.
123. Introduction to Ethnic Studies
Examination of the meaning of ethnicity, race, and minority status. The relationship between
race, class, and ethnicity. The psychology of prejudice. Structural discrimination. The evolution
of ethnic interactions. The course is interdisciplinary in method and cross-cultural in
perspective. Not open to seniors without permission of instructor.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
485. Readings/Research in Ethnic Studies
Student designed individual research in selected areas. Focus to be a research paper or project
whose subject matter has been approved by both the professor directing the paper/project and
by the Ethnic Studies Program Committee. May be taken under the direction of any professor
currently offering courses listed as part of the Ethnic Studies major. Prerequisites: a declared
major in Ethnic Studies, EST 123, at least six additional courses that may be counted towards
the Ethnic Studies major, permission of the instructor, and approval by the Ethnic Studies
Program Committee. No S/U option.
988. There are programs run by the School for International Training which have an emphasis
on ethnicity. They are located in Australia, Central Europe, China, Fiji, Ghana, Kenya, Korea,
Russia, and South Africa. See School for International Training Programs.
French (FRE)
See Classical and Modern Languages
Gender, Sexuality, and Women's Studies (GSS)
Tori Barnes-Brus (co-chair), Erin Davis (co-chair), Carolyn Zerbe Enns, John Gruber-Miller,
Michelle Herder, Christina Penn-Goetsch, Misha Quill, Shannon Reed, Aparna Thomas,
Rebecca Wines
Gender, Sexuality, and Women’s Studies is an interdisciplinary program that emphasizes:
Intersectionality, which highlights the diversity of human experience and the intersections of
gender, race, ethnicity, culture, class, sexuality, nationality, religion, and other social
categories.
Interdisciplinarity, which features the synthesis of theoretical and methodological
approaches grounded in multiple disciplines.
Social justice and feminist perspectives, which facilitate the investigation of power dynamics,
oppression, and social change practices across historical and cultural contexts; and the
integration of academic approaches, activism, and service.
Major: A minimum of nine and ½ course credits, which include:
1. GSS 171, 270, 510 (1/2 credit to be earned over two semesters), and 487;
Cornell College 2016-17 Academic Catalogue 131
2. Six courses selected from the following, at least three of which must be at the 300 level, and
which must be chosen from at least two different departments:
ANT 271 - Women's Roles in
Cross-Cultural Perspective
ART 264 - African American Art &
Intersectionality
ART 266 - American Indian Art:
Gender & the Marketplace
ART 361 - Saints & She-Devils
ART 363 - Feminist Art
BIO 108 when topic is “Sex: A
Feminist Evolutionary
Perspective
CLA 264 - Women in Antiquity
CLA 373 - Love & Sexuality in
Greece & Rome
ECB 320 - Women, Men & Labor
Market Seminar
EDU 240 - Education and
Culture
ENG 325 - when topic is “Women
Writers in the Age of
Shakespeare” or focuses on a
particular woman writer
ENG 332 - Queering the Restoration
ENG 335 - Virginia Woolf
ENG 351 - Studies in African-
American Literature
ENG 370 - AIDS Literature, Film, &
Social Theory
ENG 372 - Film & Criticism-
when the topic is “Women
Directors”
FRE 254 - Francophone Women
in Translation
FRE 353 Race & Immigration in
French Film
FRE 354 - Sporting Identities
HIS 319 - Women in Medieval
Europe
HIS 320 - Persecution, Tolerance, &
Minorities in the Middle Ages
HIS 336 - Topic: Women in the
Renaissance & Reformation
HIS 354 - United States Social
History Since 1940
HIS 358 - Work & Leisure in Modern
America
MUS 263 - Women & Music
PHI 352 - Philosophy of Feminism
POL 330 - Women & Politics: A Cross-
National Perspective
POL 331 - Gender &
Development
POL 361 - Race, Sex, & the
Constitution
PSY 374 - Psychology of Women &
Gender
SOC 246 - Gender Diversity
SOC 273 - Families & Family
Policy
SOC 317 - Reproductive Practices,
Reproductive Policies
SOC 343 - Women: Oppressions
& Resistances
SOC 351 - Sociology of the Body
SOC 365 - Sexualities
SOC 366 - Gender Differences &
Inequalities
SOC 367 - Self and Identity
Similar courses, if approved in advance in by the Gender Studies program, may also be
chosen as electives.
3. One experiential learning component. The experiential learning component may consist of an
off-campus course, a service/practicum course, an internship/apprenticeship experience, or
substantive activism or service component outside of a course (i.e., alternative spring break),
which is selected and approved in consultation with advisers This requirement may be fulfilled
for academic credit or through volunteer roles.
Each student will develop a brief rationale for her or his program of study, which will be
approved by the major advisor and a secondary program advisor from a second division of the
college. In consultation with these advisors, the student will also: (a) select courses and/or
contexts in which she or he will acquire the theoretical and methodological skills to complete a
Cornell College 2016-17 Academic Catalogue 132
capstone project, and (b) indicate how the proposed course of study provides intersectional,
global, and historical perspectives relevant to the study of women, gender, and sexuality.
Minor: A minimum of five and ½ course credits which include:
1. GSS 171, 270, 510 (1/2 credit to be earned over two semesters);
2. Three additional courses selected from Gender, Sexuality, and Women’s Studies courses or
other departmental courses approved for Gender, Sexuality, and Women’s Studies credit
(see list above). Two of these three additional courses may not be counted toward a major in
another department or program. At least two courses must be at the 300 level.
171. Gender, Power, and Identity
This interdisciplinary core course in the program analyzes how notions of race, gender,
sexuality, class, nation, physical ability and other aspects of social location materially influence
people’s lives. To conduct our analysis, we will consider various strands of feminism, divergent
positions among queer theorists, and arguments drawn from other identity based fields (e.g
ethnic studies, American studies, postcolonial studies) in order to survey and compare several
perspectives on gender, race, sexuality, race and class. Placing gender and sexuality at the center
of analysis, we will address some of the basic concepts in Gender, Sexualities and Women’s
Studies. We will also explore questions regarding incorporating other social categories such as
race, ethnicity, class and nationality. Throughout the course we will complete readings, watch
films, and engage in exercises to explore the past, present and potential future understandings
about gender and sexuality, paying close attention to political, cultural, and economic contexts.
180-181. Introductory Topics: Gender, Sexuality, and Women’s Studies
See Topics Courses.
270. Social Justice Perspectives and Practices
Intersectional and interdisciplinary exploration of feminist and other social justice perspectives
and practices relevant to understanding and responding to social oppression. Course
discussions focus on power, privilege, oppression, and implications for social change. Activities
and assignments focus on using social justice remedies or ‘tools,’ such as individual resistance,
policy, advocacy, and social action, and collective struggle to propose solutions to contemporary
problems. Areas studied might include critical race theory and critical race feminism, queer
theory, women of color feminisms, transnational/global feminisms, disability studies, liberation
theory, postcolonial theory, feminist ‘locational’ theories. Specific topics vary by instructor.
Prerequisite: GSS 171, or EST 123, or SOC 101, or ANT 101, or PSY 276, or POL 143.
271. Feminist Theories
Examination of a variety of theories about feminism, the nature of gender, and its relationship
to biological sex, and women's and men's roles in society. Theoretical perspectives that posit
reasons for the existence of privilege, oppression and various "isms" (e.g., sexism, heterosexism,
and racism) will be examined as well as goals and strategies for social change associated with
these diverse perspectives. Prerequisite: GSS 171 or any course approved for Women's Studies
major credit.
275-276. Topics: Gender, Sexuality, and Women’s Studies
See Topics Courses.
Cornell College 2016-17 Academic Catalogue 133
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
301-302. Advanced Topics in Gender, Sexuality, and Women's Studies
Topics selected by the Women's Studies Committee. Prerequisite: GSS 171, 271, or PHI 352. See
Topics Courses.
393. Global Feminisms
The course will examine the meaning of "feminism" in a global context and study the ways in
which local movements, national and international agencies have addressed the issue of gender
oppression in the world. The course will also examine some of the issues that have become part
of the global agenda for women over the last few decades. Particular attention will be given to
women's movements worldwide and the multiple ways in which women have organized to
improve their lives. Prerequisite: GSS 171, 271, or PHI 352. Alternate years. (Social Science)
487. Project
A substantial culminating capstone for the Gender, Sexualities, and Women’s Studies major,
typically completed in the senior year. Consists of an original research/criticism paper, a
creative writing/performance/exhibition, or a practicum, and a public presentation and defense.
Pre-requisites include GSS 171, 270, at least four other courses to be counted toward the major,
and the approval of the project proposal by the two advisors and instructor.
510. Gender, Sexuality, and Women’s Studies in Action (1/4)
What is the relevance of Gender, Sexuality, and Women’s Studies? How does it intersect with
other academic disciplines? How does it prepare you for life after Cornell? In this adjunct
course, Cornell professors and alumni will share the relevance of women’s, gender, and sexuality
studies to their own lives. In monthly gatherings, we will discuss how this interdisciplinary field
intersects with and influences other disciplinary perspectives and how it prepares us for the
future. Professors will share the ways that studying women, gender, and/or sexuality has shaped
their own teaching, research, and activism. Alumni will also talk about the effect of GSS studies
on their own lives and career paths. (CR)
Geology (GEO)
Rhawn Denniston, Benjamin Greenstein, Emily Walsh (chair)
Major: A minimum of 12.5 courses, including any 100-level geology course (excluding GEO
130), 130, 212, 214, 217, 306, 307, 320, 324; a field class, such as GEO 255, 329, or an accredited
summer field camp; the 300-level specialty course offered by the student's 485 advisor (GEO
317, 322, 325); GEO 485 (Departmental capstone experience); two (2) quarter credits in GEO
511 in association with the (1) construction of a capstone research proposal and (2) construction
and delivery of a public presentation of the capstone results.
Supporting coursework in chemistry, physics, and mathematics is strongly recommended,
including CHE 121-122 (Chemical Principles I and II) or CHE 161 (Accelerated General
Chemistry); MAT 121 (Calculus of a Single Variable), 122 (Calculus of Several Variables); and
PHY 161-162 (General Physics I and II), or 141-142 (Introductory Physics I and II).
Cornell College 2016-17 Academic Catalogue 134
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
science should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Minor: A minimum of seven course credits in Geology which include any 100-level geology
course (excluding GEO 130), 130, 212, 214, 217, and two electives which must be at or above the
200 level; at least one of these must be at or above the 300 level. Supporting coursework in
other sciences and mathematics is recommended.
101. Earth Science
Phenomena and processes within, upon, and above the earth. The exploration of a dynamic
planet with an immense history. Includes discussion of modern and ancient climate, geologic
time, and the processes shaping the planet today. Not open to students previously enrolled in
GEO 111 or GEO 114. Alternate years. (Science)
105. Marine Science
An introduction to the global marine environment, with emphasis on sea floor dynamics,
submarine topography and sediments, the nature and circulation of oceanic waters, coastal
processes, marine biologic productivity, coral reefs and pollution, and exploitation of the oceans
by humans. One field trip to the Shedd Aquarium, Chicago. (Science)
111. Physical Geology
The earth as a dynamic body whose materials and structures are continually being modified by
the interactions of the geological processes; considers interrelationships between geological
processes and human activity. Fieldtrips as weather permits. Not open to student previously
enrolled in GEO 101. (Laboratory Science)
114. Investigations in Iowa Geology
Earthquakes, volcanoes, oceans, meteorite impacts, glaciers… in Iowa? Geology may not be the
first thing you think of when you think about Iowa, but the geology of Iowa records valuable
information about the geological formation and evolution of the Earth. Geologists are not only
historians; however, but also detectives who use rocks, minerals, fossils, landforms, and Earth
processes to piece together the physical history of the Earth. Because geology is active, the
geology of Iowa is still changing today. This field- and laboratory-based course is designed to
show how you can use your own observations and experimental data to interpret the changing
Earth around you. Not open to students previously enrolled in GEO 111. (Laboratory Science)
122. Climate Change
An examination of changes in Earth's climate with particular focus on the last 20,000 years.
Topics include greenhouse and icehouse worlds, climate reconstruction techniques, and factors
driving climate change. Offered as a writing-designated course (W) in alternate years.
(Laboratory Science)
123. Go West: An Introduction to Field Geology
A largely field-based course centered in the Black Hills of South Dakota, the canyonlands of
southern Utah, or the volcanoes of Hawaii. The fundamentals of geology will be introduced in
the classroom and amplified by hands-on learning during a two-week trip west. Students will
learn skills necessary for introductory geological mapping and field-based studies and will gain
first-hand knowledge about large-scale tectonic features such as volcanoes and mountains, as
well as surficial processes, such as river erosion. Entails additional costs. (Laboratory Science)
Cornell College 2016-17 Academic Catalogue 135
130. Historical Geology
Origin and evolution of the solid earth, atmosphere, and ocean; the origin of life; and the
succession of life through geologic time. Prerequisite: any 100-level GEO course. (Laboratory
Science)
212. Mineralogy
An introduction to the physical, chemical, and structural properties of minerals. Will explore the
significance of minerals across many fields, and will provide a hands-on approach, including
growing minerals and using mineral hand-samples, crystal form models, atomic structure
models, and polarizing microscopes to uncover even the subtlest properties of minerals.
Prerequisite: any 100-level GEO course. (Laboratory Science)
214. Tectonics
An examination of plate tectonic processes on Earth. Topics will include the building of
mountains, rifting of ocean basins, the structure of Earth's interior, paleomagnetism, and the
driving forces behind plate movement. Also includes introduction to structural geology and field
mapping. Includes several field trips. Prerequisite: GEO 130. (Laboratory Science)
217. Invertebrate Paleontology
Principles of paleontology, paleoecology, and taxonomy, with an introduction to major fossil
invertebrate groups. Prerequisite: GEO 130 or BIO 141 and 142. (Laboratory Science)
255. Modern/Ancient Carb Systems (in the Bahamas)
Field course on the geologic and biologic processes occurring in a modern carbonate system and
the responses preserved in Pleistocene limestones. Days spent in the field investigating modern
shallow marine environments (coral reefs, tidal flats, lagoons, beaches, dunes) and ancient
analogs preserved in rock outcrops, caves, and sink-holes. Follow-up lectures and laboratory
sessions in the evening. Snorkeling experience desirable but not essential; scuba diving
opportunities will be made available. Taught at the Gerace Research Center, San Salvador
Island, Bahamas. Entails additional costs. Prerequisite: any 100-level GEO course. (Laboratory
Science)
260-265. Topics in Geology
See Topics Courses.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
306. Igneous Petrology
Tectonic origins and geochemical evolution of magmas provide insight into the huge variety of
igneous rocks. Hand sample and microscopic study of igneous rocks helps to determine
compositions, structures and regional settings of the rocks. Prerequisite: GEO 212. Alternate
years. (Laboratory Science)
307. Metamorphic Petrology
Tectonic origins, mineralogical and textural evolution of rocks that undergo changes in pressure,
temperature and fluid-availability. Hand sample and microscopic study will provide insight into
Cornell College 2016-17 Academic Catalogue 136
the processes and controlling influences of metamorphic change. Prerequisite: GEO 212.
(Laboratory Science)
317. Paleoecology
Applications of principles of paleoecology to an understanding of the ecology of marine
invertebrates that existed in eastern Iowa during Paleozoic time. Includes group research
projects on various aspects of paleoecology using field- and laboratory-based studies of
fossiliferous outcrops in eastern Iowa. Prerequisite: GEO 217. Alternate years. (Laboratory
Science)
320. Earth Surface Systems
The study of hydrogeology, landscape evolution, and earth surface processes. Particular
attention will be paid to the dynamics of groundwater and surfacewater. Includes field- and
laboratory-based group research projects on various local and regional topics, and reading of
primary literature. Cannot be taken if ENV 301 has been taken. Alternate years. Prerequisite:
GEO 130. (Laboratory Science)
322. Climates of the Ice Age
An in-depth examination of Quaternary climates around the globe and the methods used to
reconstruct them. Topics include ice cores, marine sediments, speleothems, pollen, tree rings,
and geochemical techniques. Involves hands-on paleoclimate projects including computer
simulations. Will also entail significant reading of the primary literature. Prerequisite: GEO 122
or 320. Alternate years. (Laboratory Science)
324. Sedimentology and Stratigraphy
Sedimentary processes and the stratigraphic record. Basics of particle transport, facies models,
and methods of stratigraphic analysis. Hand specimen and microscopic study of sedimentary
rocks. Alternate years. Prerequisite: GEO 130. (Laboratory Science)
325. The Origin of Mountains
Mountains are formed by a variety of geological processes. This class will explore methods of
mountain building, focusing on a specific mountain belt. We will read and discuss current
literature on a range of related topics, including tectonistratigraphy, petrology, structural
geology, thermobarometry, and geochronology. Multi-day field trip is possible. Alternate years.
Prerequisite: GEO 306 or GEO 307.. (Laboratory Science)
329. The Geology of New Zealand (in New Zealand)
Application of geologic principles in the field to explore the geology of a New Zealand:
stratigraphy, structure, geomorphology, and tectonic history. Interpretation of geologic maps.
Offered on the south island of New Zealand. Registration entails additional costs. Junior and
senior Geology majors only. Alternate years. Prerequisites: Permission of instructor and either
GEO 306 or GEO 307.
360-365. Advanced Topics in Geology
See Topics Courses.
485. Geological Problems
Serves as the capstone for the geology major. Research on a subject or problem selected by the
student and approved by the instructor, involving library and field or laboratory study.
Comprehensive term paper and oral report. May be repeated once for credit.
Cornell College 2016-17 Academic Catalogue 137
511. Extended Research in Geology (1/4)
Two semesters to be taken in conjunction with capstone project, GEO 485. Extended reading
during the first semester and writing of a capstone research proposal. Extended writing with
construction and delivery of a public presentation of the capstone research results during the
second semester. Prerequisites: Registration in GEO 485 during the end of the first semester or
beginning of second semester. Permission of Instructor.
German (GER)
See Classical and Modern Languages
Greek (GRE)
See Classical and Modern Languages
History (HIS)
Robert Givens, Michelle Herder (chair), M. Philip Lucas, Catherine Stewart
Major: A minimum of nine course credits in History, at least five of which must be at or above
the 300 level, to include three courses at or above the 300 level in one of the following fields:
Europe to 1700 (HIS 304, 317, 319, 320 or 331-340), Europe since 1700 (HIS 315, 316, 318, 321-
329), American and Latin American history (HIS 349-358, 364, and 369); and any two courses
in History outside the primary field at any level. Only one course credit of Internship (280/380)
may be applied to a History major.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
social studies should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Minor: A minimum of five course credits in History, at least three of which must be at the 300
level. HIS 280/380, 290/390, 485 may not be counted toward the minor.
Interdisciplinary Majors and Programs: The Department of History cooperates in offering
several interdisciplinary majors and programs: Ethnic Studies, International Relations, Latin
American Studies, and Russian Studies.
101. Europe: 800-1300
This course surveys medieval Europe from the decline of the Carolingian era, tracing the rise of
the papacy, as well as new ideas about spirituality and law. Topics covered include the Crusades,
the culture of knights, universities, and the developing inquisition. Not open to seniors without
permission of the instructor. No S/U option. (Humanities)
102. Europe: 1300-1700
This course examines the impact of the Black Death upon European society and the
development of the Renaissance and Reformation. What does it mean to have a Renaissance?
How did the Black Death change European society? What effects did these new intellectual and
religious ideas have on politics, society, and culture? How did ordinary people shape the
Reformation? We will consider these questions as we explore art, literature, and documents
from the period. Not open to seniors without permission of the instructor. (Humanities)
Cornell College 2016-17 Academic Catalogue 138
104. Modern Europe and Its Critics
Social and intellectual development of Europe since 1700. Not open to seniors without
permission of the instructor. No S/U option. (Humanities)
111-120. Introductory Seminars in History
Reading of both primary and secondary sources as the basis for class discussion and papers. See
Topics Courses. Not open to seniors without permission of the instructor. (Humanities)
141. Latin American History
Introduction to Latin American studies, with special attention to major themes and selected
countries. Same course as LAS 141. Not open to seniors without permission of the instructor. No
S/U option. (Humanities)
153. Origins of the American Nation
From colonial origins through Reconstruction, with emphasis on the formation of local,
sectional, and national communities. Not open to seniors without permission of the instructor.
No S/U option. (Humanities)
154. Making of Modern America
The late nineteenth century ushered in a plethora of momentous changes in the economic,
political, and social spheres of American life that heralded the birth of modern society. Massive
upheavals brought about by revolutions in American industry, transportation systems,
immigration patterns, and urbanization fundamentally altered the very structure of American
society. This course examines the underlying changes that gave rise to a new era in American
history epitomized by the "mass" character of modern life by focusing on mass production, mass
consumption, mass culture, and mass movements (including civil rights and women's rights)
from the mid-nineteenth century through the late 1960s. Not open to seniors without
permission of the instructor. No S/U option. (Humanities)
210. Warfare and Society in Modern Times
Changes in military conflict from the eighteenth century to the present. Interaction of warfare
and social values. No S/U option. (Humanities)
220. History of Spain, 700-1600
This course examines Spanish history from the Arab invasion through its “Golden Age.” The two
major themes that this course explores are 1) the shift from a frontier society to a colonial
empire, and 2) the multi-religious, multi-cultural nature of Iberian society during this period.
The course examines the dynamics of violence, competition, and coexistence, between Muslims,
Christians, and Jews, as well as within Muslim and Christian society. How did those dynamics,
and the ideology of Reconquest, shape Spanish society and Spain’s early colonial efforts? How
has this period of Spanish history been remembered and interpreted? (Humanities)
221. Trials and Transitions of the Renaissance
This course explores the political, social, and religious changes of the Renaissance period
(roughly, 1400-1600) through immersive simulations in which students adopt the personas of
historical individuals. Topics may include Florentine politics, the Reformation Parliament called
by Henry VIII, and others. (Humanities)
240. Public Memory and Public History
The American public has an insatiable appetite for representations of the nation's past, as
Cornell College 2016-17 Academic Catalogue 139
demonstrated by the popularity of historic sites, museums, historical re-enactments, televised
historical documentaries and Hollywood films. Yet, despite its growing audience, the discipline
of history seems to be in a state of crisis. Political debates have engendered a public furor over
how American history is being taught and remembered. This course will examine the often
contentious relationship between popular presentations of the past for the general public and
professional historians' scholarly interpretations and provide an introduction to the growing
field of museum studies. The course may include the "hands-on" experience of a mini-internship
at local historical societies, libraries, and museums and the opportunity for students to create
their own online exhibits on different historical topics. Prerequisite: Sophomore standing or
permission of the Instructor. Alternate years. No S/U option. (Humanities)
241. Slavery and the Environment in a Comparative Context (in the Bahamas)
This course offers a rare opportunity to explore historic slave plantation ruins on a remote
island in the Bahamas as a means of interpreting the history of slavery. We will examine the
attempt by British Loyalists, who left the American colonies after the Revolutionary War, to
establish cotton production in the Bahamas, using slave labor, and how the environmental
context led to significant differences in the evolving relationships between enslaved people and
plantation owners. A significant portion of the course (two weeks) will be conducted at the
Gerace Research Centre, College of the Bahamas on the island of San Salvador; this will enable
us to explore the ruins of several slave plantations, including the Farquharson Plantation. The
journal Charles Farquharson kept from 1831-1832, which includes a slave uprising, is the only
one in existence documenting a Bahamian slave plantation, and will be a central course text.
This course is cross-listed with Environmental Studies. Prerequisite: Permission of instructor.
(Humanities)
251. Federal Indian Policy
Relations between Native American nations and the federal government. Central theme is the
clash of cultures in the westward movement. Treaties, removal, land allotment, federal
recognition in the twentieth century, and a review of the current scene. Offered subject to
availability of faculty. No S/U option. (Humanities)
252. Baseball: The American Game
In many interesting ways the history of baseball from the mid-1800’s onward reflects the history
of the United States. This seminar will examine the origins of the game, its evolution to a
professional sport and then big business, legal aspects of the game, integration, and
unionization. Students will write several papers and do a little research project about baseball
and American society. Find out how Cornelius McGillicuddy, Jackie Robinson, Alexander
Cartwright, Curt Flood, John Montgomery Ward, Alta Weiss, and Andy Messersmith
ballplayers all reveal something important about American history and society. The
relationship of the national game to changes in the country such as industrialization,
urbanization, labor unionism, and integration. No S/U option. (Humanities)
255. American Lives
American history through autobiographies, memoirs, and biographies. No S/U option.
(Humanities)
257-262. Topics in History
Introduction to specific historical problems. Topics vary according to specialization or interest
of instructor. See Topics Courses. (Humanities)
Cornell College 2016-17 Academic Catalogue 140
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
304. Europe: the Sixteenth and Seventeenth Centuries
This course focuses on the tumultuous period of the Reformation and religious wars, examining
the connections between religion and politics, changing social and family structures, and new
spiritual ideas and fears. Readings include primary sources and microhistory to explore the
beliefs and experiences of ordinary Europeans in this period. Prerequisite: any 100 level History
course or permission of instructor. Alternate years. (Humanities)
315. International Relations in Modern West
International Relations in the Modern Western World A history of diplomacy from the end of
World War I to the present. Prerequisite: junior standing or permission of instructor. No S/U
option. (Humanities)
316. Enlightenment and the French Revolution
Intellectual, social, and political history of Europe, 1715-1815. Emphasis on France. Prerequisite:
junior standing or permission of instructor. Offered subject to availability of faculty. No S/U
option. (Humanities)
317. The Crusades
This course traces the crusading experience of western Europeans in the Middle Ages: the
origins and development of the idea of crusade in the 1090s, followed by the failure of later
Crusades and the change in the concept over time. More broadly, the class considers the
relationship between violence and religion, and the legacy of the Crusades, including the
consequences of the crusading phenomenon in Europe and how it has affected interactions
between Muslims and Christians. Prerequisite: junior standing or permission of instructor.
(Humanities)
318. Growth of Industrial Society
Economic history of Western Europe from the beginnings of the Industrial Revolution to the
end of World War II. Change from a traditional to an industrial society, effect of
industrialization on the working class, and impact of the Great Depression. Prerequisites: junior
standing or permission of instructor; ECB 101 is recommended. Offered subject to availability of
faculty. No S/U option. (Humanities)
319. Women in Medieval Europe
This course examines how law, family structures, religious beliefs, and work shaped the
experiences of European women between c. 500-1400. As we read various works for, by, and
about medieval women, among the major questions we'll examine are: What ideas about
women's bodies, minds, and social roles shaped women's lives? What factors allowed women
more or less agency to choose their own life's course? In addition to reading medieval sources, in
the course we will read, evaluate, and critique modern scholarship on medieval women. This
course also counts toward the GSS major. Prerequisite: junior standing or permission of
instructor. (Humanities)
Cornell College 2016-17 Academic Catalogue 141
320. Persecution, Tolerance, and Minorities in Medieval Europe
This course explores the marginalization and persecution of minority groups in medieval
Europe, as well as the coexistence of minority and majority. Why was persecution a common
reaction to minority groups, set apart by their religion, sexuality, or health, in medieval Europe?
Can coexistence be described as tolerance? What laws and customs shaped interactions
between majority and minorities? This course examines these questions through reading
primary sources from the European Middle Ages in translation and diverse theoretical and
methodological perspectives on the study of marginalized groups. This course also counts
towards the GSS major. Prerequisite: junior standing or permission of instructor. (Humanities)
321. Muscovite and Imperial Russia
Topics in the history of Russia from its beginnings to 1917. Prerequisite: junior standing or
permisision of instructor. Offered every third year. No S/U option. (Humanities)
322. Revolutionary and Soviet Russia
The 1917 Revolution and the resulting Soviet state to the beginning of World War II.
Prerequisite: junior standing or permission of instructor. Offered every third year. No S/U
option. (Humanities)
323. Russia from 1941
From the beginning of World War II to the present. Particular attention to successive attempts
to reinterpret the revolutionary legacy in the light of contemporary problems. Prerequisite:
junior standing or permission of instructor. Offered every third year. No S/U option.
(Humanities)
324. Modern Germany
German history between 1740 and 1945, with an emphasis on important events, such as the rise
of Prussia, the Napoleonic Period, Bismarck and German unification, Hitler and the Third
Reich. Prerequisite: HIS 104 or junior standing. Offered subject to availability of faculty. No S/U
option. (Humanities)
326. Women in Renaissance and Reformation Europe
This course examines the experiences of women during the tumultuous Renaissance and
Reformation period (c. 1400-1700). Questions to be examined include: How did women
participate in these movements, and how were they affected by them? What ideas about women
were debated in this period? How did women’s experiences change during this period? In
addition to reading historical documents, in the course we will read, evaluate, and critique
modern scholarship on early modern women. Prerequisite: Junior standing or permission of
instructor. HERDER (Humanities)
331-336. Topics in European History
Topics vary according to specialization or interest of instructor. See Topics Courses.
Prerequisite: junior standing or permission of instructor. (Humanities)
349. Topics in Latin American History
See Topics Courses.
350. Colonial America
The English colonies in North America to 1760. Prerequisite: junior standing or permission of
instructor. No S/U option. (Humanities)
Cornell College 2016-17 Academic Catalogue 142
351. The Age of Revolution in America
The causes of the American Revolution, the writing and the implementation of the Constitution,
and the War of 1812. Prerequisite: junior standing or permission of instructor. No S/U option.
(Humanities)
352. The United States in the Middle Period
America from 1815 to 1850, with emphasis on the growth and consequences of political and
economic stability. Prerequisite: junior standing or permission of instructor. No S/U option.
(Humanities)
353. Civil War and Reconstruction
America at war with itself. The causes of the war and the attempt to rebuild the Union.
Prerequisite: junior standing or permission of instructor. No S/U option. (Humanities)
354. U.S. Social History Since 1940
World War II as a turning point in civil rights, gender issues, class, foreign policy, and the
consumer revolution. This course also counts towards the GSS major. Prerequisite: junior
standing or permission of instructor. No S/U option. (Humanities)
356. African-Americans in U.S. History
Selected topics on the nature of the Black experience in America. Prerequisite: junior standing
or permission of instructor. Alternate years. No S/U option. (Humanities)
357. Seminar in American History
Examination of a particular theme or set of themes in American history. Topics vary from year
to year. Not offered every year. May be repeated for credit. No S/U option. (Humanities)
358. Work and Leisure in Modern America
Examines the relationship between Americans' working lives and their pursuit of leisure in the
transformation from the Industrial to the Post-Industrial Era (1880s-1980s). Topics will include
women's changing role in the workforce; the impact of popular and mass culture (such as film,
radio, and television) upon the separation of work and leisure; the decline of public culture and
the rise of privatized forms of leisure; the disappearance of industrial jobs in the emerging
service-information economy; and the rise of corporate cultures, such as Disney, in the global
context of the current economic revolution. We will explore how the forces of urbanization,
immigration, production and consumption, technological innovation, and class stratification,
contributed to the bifurcation of culture into "high" and "low" as well as engendering the
evolution of popular to commercial to mass culture. Offered every third year. This course also
counts towards the GSS major. Prerequisite: junior standing or permission of instructor. No S/U
option. (Humanities)
364. Documentary Imagination-Depression
Explores the relationship between historical truth and fiction through an examination of
documentaries made of Depression Era America. Through our examination of different types of
documentary expression (e.g., photography, ethnography, literature, film, and oral history),
students will learn to interpret these texts as historical sources. Students may experience first-
hand the stages of documentary production by conducting oral history interviews, which they
videotape and edit into a final documentary narrative. Offered every third year. Prerequisite:
junior standing or permission of instructor. No S/U option. (Humanities)
Cornell College 2016-17 Academic Catalogue 143
366-368. Topics in Modern Middle Eastern History
Topics vary according to specialization or interest of instructor. See Topics Courses.
Prerequisite: junior standing or permission of instructor. (Humanities)
369. Chicago: The Transformation of America's Second City, 1880-1940
This course offers students the opportunity to explore the history of Chicago and complete an
original research project based upon a first-hand exploration of the city and the holdings of the
Newberry Library. The seminar will examine the crucial years in Chicago's evolution from
regional center to metropolis by looking at the related themes of urbanization, industrialization,
and immigration. All of these developments are richly documented in the Newberry's
collections, which include archival materials pertaining to urban planning and architecture,
immigrant life, African American communities, industrial growth and labor relations, political
development, and diverse civic and commercial cultures. Drawing upon the Library's
collections, students will discover how the spatial formation of contemporary Chicago still
reflects its historical origins, and will have the opportunity to use these rare materials in crafting
their individual research papers. Prerequisite: junior standing or permission of instructor.
Offered every third year. No S/U option. (Humanities)
376-377. Topics in Asian History
See Topics Courses.
380. Internship in Public History
Application of historical concepts to an agency in the public sector (a museum, historical society,
historic preservation program), a government agency, or a corporation with a history program.
Prerequisites: junior standing and three courses in American history, at least two of which must
be at the 300 level. See Additional Academic Programs, All-College Independent Study Courses
280/380. No S/U option.
394. History and Theory
Survey of the influences in the field of history of Marxism, feminist theories, and theories of race
and ethnicity. Prerequisites: junior standing and three courses in History, at least two of which
must be at the 300-level. Offered subject to availability of faculty. No S/U option. (Humanities)
485. Research Tutorial
A project, taken after any 300-level History course, enabling a student to engage in additional
research on a theme related to that course. Prerequisites: a 300-level History course and
permission of instructor. No S/U option. (Humanities)
Interdepartmental Courses (INT)
121. Communication in Education
A focus on communication demands for educators provides the context for this course in which
students will give prepared speeches and group presentations intended for such audiences as
parents, community members, educational colleagues, and other education stakeholders.
Scenarios for class activities will feature issues of cross-cultural communication, nonverbal
behavior, and virtual communication media appropriate for school-home community
information sharing. This course is intended for students interested in pursuing a major in
education. Credit/No Credit (CR)
Cornell College 2016-17 Academic Catalogue 144
160. Introductory Topics
See Topics Courses.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
310. Theoretical Foundations in Elementary School Mathematics
This course is designed for Elementary Education majors. This course will focus on
understanding elementary mathematical concepts and processes taught in the elementary (K-8)
curriculum. Noted are the fundamental mathematical concepts most applicable for teaching at
the elementary level: number and operations, algebra, geometry, data analysis and probability.
Prerequisites: EDU 205, 215, 230, 240, admission to the Teacher Education Program, and
junior standing.
320. Interdisciplinary Theory and Practice for the Elementary Classroom
Current K-6 methods in the teaching of visual and performance art and health and wellness.
Special emphasis upon pedagogical strategies and theories needed to be an interdisciplinary
classroom teacher. Required of all Education majors seeking K-6 certification. Prerequisites:
EDU 205, 215, 230, 240, admission to the Teacher Education Program, and junior standing.
501. Academic Writing (1/4)
This course aims to provide students with deliberate practice in academic writing and critical
thinking. Instruction will consist of a mix of large group class meetings, smaller group
workshops, and individual conferences targeted in aiding students in refining their writing
process and generating strategies for improvement. This course will encompass four blocks.
Prerequisite: completion of a "W" listed course.
502. Academic Performance Tutorial (1/4)
College success depends on the ability to organize one's time efficiently and utilize critical
thinking skills. This course will teach students the techniques needed to read a textbook
carefully, take notes that will be useful, and approach college in a proactive and organized way.
This course will encompass three blocks. Prerequisite: Permission of the instructor.
503. Math for the Natural Sciences (1/4)
This course emphasizes the importance of quantitative literacy in the natural sciences. The
course will provide instruction and practice in applying mathematical skills to solving problems
in the natural sciences. Students will meet with the instructor in three 1 1.5 hour sessions each
of the first three weeks of three consecutive blocks in a semester, and will have approximately an
hour of work for each hour of class meetings, for a total of 25 hours. The course will focus on the
following primary topic areas: algebra and its application to solving problems, logarithms, unit
conversions, scientific notation, calculator use and graphs. Each block will include individual
meetings with students to assess their current level and diagnose issues. Offered every first
semester.
Cornell College 2016-17 Academic Catalogue 145
International Relations (IRE)
Advisor: Robert Givens
This interdisciplinary major has been designed to prepare students either for further study of
international relations or for future employment in government or business. The curriculum
consists of a four-year program in history, politics, and at least one modern foreign language.
Major: A minimum of 10 course credits, distributed as follows:
1. HIS 104 (Modern Europe and Its Critics), 210 (Warfare and Society in Modern Times), and
315 (Diplomacy of War and Revolution);
2. ECB 101 (Macroeconomics);
3. POL 142 (International Politics) and 348 (U.S. Foreign Policy);
4. Two courses selected from POL 330 (Women and Politics), POL 331 (Gender in Developing
Countries), 333 (International Organizations), 334 (Strategies to Alleviate Poverty), 346
(Political Economy of Developing Countries), or 349 (International Political Economy);
5. One course selected from the following: ECB 223 (International Economics), 261 (Global
Environmental Economics); FRE 303 (Cultures of France and the Francophone World); HIS
323 (Russia from 1941); REL 222 (Religions of the World); or 384 (Russia Today); SPA 385
(Latin American Culture and Civilization);
6. FRE, GER, JPN, RUS, SPA 205, or equivalent; and
7. Either one course for college credit taught outside the United States (to be approved in
advance by the International Relations Committee) or the 301 (Composition and
Conversation) course or its equivalent in a modern language. Students whose native
language is not English or who have lived for at least one year outside the United States in a
non-English-speaking country will be considered to have fulfilled the language/travel
requirement.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
988. Semester in Ireland: Peace and Conflict Studies: see School for International
Training.
988. Semester in Switzerland: International Studies: see School for International
Training.
Japanese (JPN)
See Classical and Modern Languages
Cornell College 2016-17 Academic Catalogue 146
Kinesiology (KIN)
Steven DeVries, Justus Hallam, Christina Johnson, Kristin Meyer (chair), Ellen Whale
Kinesiology is the interdisciplinary study of human physical activity. The kinesiology major and
courses provide students with opportunities to investigate biological, behavioral, cultural, and
pedagogical aspects of exercise and sport behavior. Teaching Concentration courses emphasize
theory and application of physical education pedagogy, ethics, and administrative concepts
associated with teaching at the elementary and secondary school levels. The Exercise Science
Concentration offers a scientific study of physiological, behavioral, and cultural aspects of
human physical performance for students interested in fitness and wellness professions and
graduate studies in specialized exercise, sport, and health sciences programs. A coaching
education program and elective courses are offered to meet the special interests and needs of
students.
Major: Exercise Science Concentration: A minimum of 10 course credits, including the
following core courses: KIN 111, 206, 207 (or BIO 207), 309, 315, 362, and STA 201; and three
courses selected from KIN 212, 215, 237, 308, 310, 334, and 380 (two course credits maximum).
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
physical education should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Minor: A minimum of six course credits, including the following core courses: KIN 111, 207 (or
BIO 207), and one course to be selected from KIN 206, 212, or 215; plus three electives to be
selected from KIN 205, 206*, 212*, 215*, 220, 237, 308, 309, 310, 311, 315, 318, 334, 362
(capstone), 380 or a topics course offered in the department. At least two of these electives must
be at or above the 300-level. *If not completed as a core course listed above (can’t double count
courses).
Coaching Endorsement or Authorization: To obtain a Coaching Endorsement the
individual must complete a major in Elementary Education or coursework leading to secondary
certification and be granted an Iowa Teaching Certificate. The Coaching Authorization is
available to those who do not complete teaching certification requirements or who do not hold
an Iowa Teaching Certificate. Both the Endorsement and the Authorization qualify an individual
to be a head coach or an assistant coach in any sport offered in the Iowa public schools. Students
who complete one of the following programs may apply for the Endorsement or the
Authorization through the Education Department.
Coaching Endorsement: KIN 205 and 237, and completion of a major in Elementary
Education or coursework leading to secondary certification
Coaching Authorization: KIN 205 and 237.
101. Lifetime Physical Fitness and Activities
Instruction in the major components of fitness, the physiological basis of fitness, evaluation of
personal fitness, and individual fitness programming. Instruction and participation in lifetime
physical activities selected from badminton, bicycling, bowling, camping and canoeing, golf,
hiking, racquetball, sailing, skiing, tennis, volleyball, and weight training.
Cornell College 2016-17 Academic Catalogue 147
111. Foundations of Kinesiology
Historical and philosophical foundation of physical education. Current issues in research and
literature. Biological, physiological, and sociological aspects of sport and exercise. Not open to
seniors without permission of instructor.
205. Coaching Endorsement or Authorization
Structure and function of the human body during physical activity. Knowledge and
understanding of human growth and development of children in relation to physical activity.
Athletic conditioning, theory of coaching interscholastic athletics, professional ethics, and legal
responsibility. Combined with KIN 237, this course meets the requirement for an Iowa Coaching
Endorsement for Education majors and Coaching Authorization for all other students.
206. Exercise Psychology
Examination of theory, current research, and applications of psychological processes and
behaviors related to physical activity. Topics include psychological and emotional effects of
exercise, motivation for fitness, factors in exercise avoidance, adoption, and adherence, exercise
addiction, and cognitive and behavioral change strategies for exercise compliance, and
consideration of gender, ethnicity, and special needs populations. Not open to seniors without
permission of instructor. (Social Science)
207. Systems Physiology
Fundamental study of the complementarity of human anatomical structure and physiological
function of the integumentary, endocrine, nervous, muscular, cardiovascular, respiratory, and
renal systems. Special emphasis on development of a mechanistic understanding of organ
system function and integrated physiological function across systems to promote homeostatic
regulation in the human body. Inclusion of experiential learning through laboratory activities.
Prerequisite: sophomore standing. Cross Listed as BIO 207. (Laboratory Science)
212. Sports and American Society
Exploration of the impact of amateur and professional sports on the American way of life.
Sample topics include women in sports, sports and the African-American community, sports as
big business, and the relationship between sport and education. Readings reflecting a variety of
viewpoints about the role of sports in American society will be selected from contemporary
literature. (Social Science)
215. Psychology of Sport
Theory and issues related to psychological aspects of competitive sport contexts. Personality and
sport, attentional control, anxiety and performance, motivation and attributions, aggression in
sport, and team cohesion. Intervention strategies for performance enhancement. (Social
Science)
220. Ancient Greek Athletics
Study of the origins and functions of competitive athletics in ancient Greece. Traditional athletic
events are studied in detail and special emphasis is placed on the festivals at Olympia, Delphi,
Nemea, Isthmia, and Athens. Reflections on athletics' connection to ancient Greek culture, arts,
and religion. Alternate years.
237. Care and Prevention of Athletic Injuries
Prevention and treatment of athletic injuries, taping experience, understanding the principles of
athletic training, and first aid and emergency care.
Cornell College 2016-17 Academic Catalogue 148
255-259. Topics in Kinesiology
In-depth study of selected topics of current interest in the field of kinesiology. Offered subject to
the availability of faculty. See Topics Courses.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
308. Human Biomechanics
This course is an advanced study of mechanical principles, both kinetic and kinematic, as they
apply to human motion. Specific topics include various classes of anatomic levers and pulleys,
torque, eccentric force, mechanical advantage, laws of motion as they apply to human
movement, mechanical loading, linear and angular motion, effects of friction, equilibrium, the
forces of gravity and reaction forces. Inclusion of experiential learning through laboratory
activities. Prerequisites: KIN 207, KIN 309.
309. Anatomy of Human Movement
Study of the anatomical and neuromuscular factors associated with human movement. Includes
connective tissue and skeletal system physiology, identification of major musculoskeletal
structures (bones and bony landmarks, origins and insertions for major muscles, muscle groups,
major tendonous/ligamentous structures), joint movements and muscle actions. Practical
application of anatomical and neuromuscular principles to human movement via a kinematic
analysis of a motor skill. Inclusion of experiential learning through laboratory
activities.Prerequisite: KIN 207 or Instructor permission.
310. Nutrition for Health and Performance
In-depth study of the role of nutrition in health promotion and disease prevention. Topics
include ingestional physiology, regulation of food intake and energy balance, biological roles of
macro- and micro-nutrients, nutrient dietary reference intake values and food sources, eating
disorders and the Female Athlete Triad, as well as nutritional strategies for athletes to promote
exercise performance. Includes nutritional analyses. Prerequisite: KIN 207. Alternate years.
311. Methods for Individual Sports
Designed for those interested in teaching individual sports and lifetime activities in public
schools and community recreational settings. Course emphasis on analysis of skills, and the
development of teaching and assessment materials including use of computer technology. Use of
class discussions, presentations, small group and peer teaching. Prerequisite: Kinesiology major
or minor and junior standing. Alternate years.
315. Physiology of Exercise
In-depth study of the human responses to exercise and exercise training, including: substrate
metabolism and energy production during exercise, cardiorespiratory and neuromuscular
function during acute exercise, cardiovascular and neuromuscular adaptations to exercise
training, endocrine responses to physical activity, and thermoregulation. Introduction to current
scientific methodologies and the development of practical skills through experiential laboratory
activities. Prerequisite: KIN 207 or Instructor permission.
318. Methods for Team and Dual Sports
Designed for those interested in teaching team and dual sports in public schools and
recreational settings. Course emphasis on analysis of skills, and the development of teaching
and assessment materials including use of computer technology. Use of class discussions,
Cornell College 2016-17 Academic Catalogue 149
presentations, small group and peer teaching. Prerequisites: Kinesiology major or minor and
junior standing or permission of the instructor. Alternate years.
324. Elementary Physical Education Methods
Methods for teaching physical education to elementary school pupils. Rhythms, low and high
organization games, elementary gymnastics, classroom management, and audiovisual and
computer applications. Emphasis on movement education and curriculum development.
Includes fifteen hours of observation-practicum in the schools. Prerequisites: pursuing
education certification or major and permission of instructor. Alternate years.
327. Adaptive Physical Education
Philosophy and applications of physical education for persons with special needs and
disabilities. Emphasis on designing appropriate programs and activities and teaching
methodology. Includes fifteen hours of observation-practicum in the schools. Prerequisites:
Pursuing education certification or major, and permission of department chair. Offered upon
request.
331. Physical Education Methods for Secondary School
Preparation for the teaching of physical education activities in the secondary grades. Current
trends in curriculum, planning for lessons, selection of appropriate teaching and evaluation
methods, classroom management, and audiovisual and computer applications. Includes fifteen
hours of observation-practicum in the schools. Prerequisite: pursuing secondary certification or
permission of instructor. Alternate years.
334. Motor Learning
Process and factors related to the acquisition and performance of motor skills. General learning
theories applied to motor learning and performance. Other topics include physical abilities and
capabilities, psychological and mental factors influencing performance, training procedures,
environmental and social factors. Prerequisite: KIN 206.
338. Advanced Athletic Training
Advanced care and prevention of athletic injuries. The course deals with specific physical
conditions, disorders, and injuries common to the athletic setting. Preventative measures,
evaluation, treatment, and rehabilitation of athletic injuries are covered in depth. Prerequisites:
KIN 237 and junior standing.
355-359. Advanced Topics in Kinesiology
In-depth study of selected topics of current interest in the field of kinesiology. Offered subject to
the availability of faculty. See Topics Courses.
362. Exercise Testing and Prescription
Practical application of physiological principles related to the assessment of functional physical
capacity and the prescription of exercise for healthy adult populations, based upon American
College of Sports Medicine (ACSM) health-related fitness recommendations. Development of
practical skills and professionalism for performing fitness assessments, including: the pre-
participation screening; heart rate and blood pressure at rest and during exercise; and
assessments of body composition, cardiorespiratory fitness, muscular strength, and flexibility.
Includes interpretation of health-related fitness assessment results and the prescription of
appropriate fitness programs for improving musculoskeletal strength and flexibility,
cardiorespiratory fitness, and weight loss. Prerequisites: KIN 111, 309, and 315.
Cornell College 2016-17 Academic Catalogue 150
380. Internship in Physical Education
Observation of and practical experience in the specialized activities of a fitness and wellness
program, an athletic or recreation management business or department, or other professional
sport and exercise setting. Students work under the direction and guidance of a practicing
professional with supervision by a faculty member. Internships are scheduled for two
consecutive terms unless otherwise approved by the faculty supervisor.
390. Individual Project: See Additional Academic Programs, All-College Independent Study
Courses 290/390.
485. Advanced Studies (1/2-1)
An independent project. Prerequisite: permission of instructor.
511. Athletic Training Practicum (1/4)
Provides supervised practical experience in the prevention, evaluation, treatment, management,
and rehabilitation of athletic injuries and illness. Participation in the administrative aspects of
an athletic training program. Prerequisites: Must be accepted into the Cornell College Athletic
Training Program. Application for admission to the program includes a written form, interview
with the Head Athletic Trainer, and two letters of reference from Cornell instructors and/or
coaches. (CR)
Latin (LAT)
See Classical and Modern Languages
Cornell College 2016-17 Academic Catalogue 151
Latin American Studies (LAS)
Advisor: Marcela Ochoa-Shivapour
The Latin American Studies major encompasses courses in Spanish language and culture and
offerings from at least four of the following areas: anthropology, art, economics and business,
history, Latin American literature and culture, politics, and religion. Portuguese, if transferred
from another institution, may be substituted for the courses in Spanish language and culture.
The Latin American Studies program is administered by a committee made up of faculty
members who teach courses on the approved list given below.
Major: A minimum of nine course credits from at least four departments participating in the
Latin American Studies program; no more than three such courses may be in any one
department. A study experience in a Latin American country is strongly recommended.
Currently there are Cornell-sponsored courses in Mexico, Bolivia, and Guatemala. The
requirements are:
1. SPA 301 (Advanced Grammar and Composition), or equivalent in Portuguese, or 302
(Advanced Conversation Abroad);
2. HIS/LAS 141;
3. Six courses selected from the following:
ANT 205 - The Maya
ANT 256 through 260 - Topics in
Anthropology when the subject
matter deals specifically with Latin
America
ANT 356 through 361 - Advanced
Topics when the subject matter
deals specifically with Latin
America
ART 278 - Pre-Columbian ART
ART 375 through 379 - Advanced
Topics in Art History when the
subject matter deals specifically
with Latin America
ECB 265 through 269 - Topics in
Economics and Business when the
subject matter deals specifically
with Latin America
HIS/LAS 349
LAS 235 through 240 - Topics in
Latin American Studies
LAS 335 through 340 - Advanced
Topics in Latin American Studies
POL 332 - Human Rights
POL 341 - Latin American Politics
POL 348 - U.S. Foreign Policy
SPA 109 - Topics in Hispanic
Literature and Culture
SPA 355 - Latin American Short
Story and Novel
SPA 356 - Latin American Poetry
SPA 383 - Latinos in the U.S.
SPA 385 - Latin American Culture
and Civilization
SPA 311 - Introduction to Textual
Analysis when the subject matter
deals specifically with Latin
America
411 (Seminar) when the subject
matter deals specifically with Latin
America
a maximum of two appropriate
independent study courses
relevant courses taken as part of
an off-campus program and
approved by the LAS Committee
with the approval of the LAS
Committee, other courses not
listed here but deemed relevant to
Latin American Studies
4. LAS 487 (capstone).
Minor: A minimum of five course credits and language proficiency to include:
1. 205-level proficiency in Spanish or Portuguese;
2. LAS/HIS141;
Cornell College 2016-17 Academic Catalogue 152
3. Four courses in at least two different departments, selected from ART 202 or 302 (when
taught in Mexico); HIS/LAS 349; POL 346; SPA 109, 311, 411 (when the subject matter deals
specifically with Latin America), 355, 356, 383; a maximum of one appropriate independent
study course; relevant courses taken as part of an off-campus program and approved by the
LAS Committee.
141. Introduction to Latin American Studies
A survey of Latin American history from the colonial era to the present. Special attention will be
given to major themes and selected countries. Not open to juniors and seniors except with
permission of instructor. Same course as HIS 141 when taught by a faculty member approved by
the Department of History. (Humanities)
235-240. Topics in Latin American Studies
Study of a selected topic of interest and concern in Latin American Studies. May be repeated
once for credit if topics are different. See Topics Courses.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
335-340. Advanced Topics in Latin American Studies
Examination of a theme or set of themes. Topics vary from year to year. May be repeated once
for credit if topics are different. See Topics Courses. Prerequisite: HIS/LAS 141.
349. Topics in Latin American History
Examination of a historical theme or set of themes. Topics vary from year to year. Prerequisite:
HIS/LAS 141. Same course as HIS 349. See Topics Courses. (Humanities)
487. Senior Thesis
Individual research on an interdisciplinary topic approved and supervised by two faculty
members from two different departments participating in the Latin American Studies program.
Prerequisite: senior standing as a Latin American Studies major.
941. Costa Rica: Studies in Latin American Culture and Society: see ACM Programs.
942. Costa Rica: Tropical Field Research: see ACM Programs.
988. There are currently several programs in Central and South America run by the School for
International Training. See School for International Training Programs.
Cornell College 2016-17 Academic Catalogue 153
Mathematics and Statistics
Mathematics (MAT)
Steve Bean, Ann Cannon (chair), Tony deLaubenfels, Jim Freeman, and Tyler Skorczewski
Major: 10.25 -12.25 courses. Completion of the calculus sequence (through MAT 122); a
minimum of seven courses in Mathematics or Statistics numbered 202 or higher, at least four of
which must be at the 300 level or above, and which include MAT 221, 236, , either 327 or 337,
and 485(capstone); study in depth by completing one of the following (MAT 327-328, 337-338,
357-358,or STA 347-348); CSC 151, 140; STA 201 or 202 (if STA 348 is not one of the 300-level
courses completed); MAT 701; and MAT 502. The department recommends that CSC 140, which
provides knowledge of a programming language, be acquired by the end of the sophomore year.
The following courses cannot be used to satisfy requirements of the mathematics major: MAT
110, 105, 280/380, 290/390, 511 and STA 280/380 and 290/390.
Capstone: The capstone experience for a Major in Mathematics and Statistics emphasizes
experiential learning. MAT 502 and MAT 485 comprise an individual creative project
completed in a cooperative learning environment.
Culture Points: MAT 701 emphasizes co-curricular involvement with mathematics and
statistics by requiring students to acquire 30 mathematical/statistics culture points over the
course of their career at Cornell. Points can be accumulated before declaring a major. Details on
culture points can be found in the Degree Requirements section of the Department of
Mathematics and Statistics website.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
math should seek admission to the Teacher Education Program. See the Education department
section for application and certification information (pages 109-111).
Minor: Two minors are available, Applied Mathematics and Mathematics. Students who earn a
Mathematics major are not eligible for either minor and students may only be awarded one of
the two minors.
Applied Mathematics Minor: Minimum of five credits. Completion of the calculus sequence
(through MAT 122); a minimum of four MAT or STA credits which include MAT 221, 236, at
least two other MAT or STA course credits from the following (MAT 234, MAT 357, MAT 358,
MAT 485, STA 347 plus topics courses designated as eligible for the Applied Mathematics
Minor), and a short reflective essay detailing how the applied math minor has complemented
other Cornell courses (MAT 702).
Mathematics Minor: Minimum of five credits. Completion of the calculus sequence (through
MAT 122); a minimum of four MAT courses which include MAT 221, MAT 327 or MAT 337, and
at least two other MAT courses from the following (MAT 231, MAT 234, MAT 327, MAT 328,
MAT 337, MAT 338, MAT 485, plus topics courses designated as eligible for the Mathematics
Minor).
105. First Year Seminar in Mathematics
This first year seminar is designed for students who would like to experience the creativity and
beauty of significant mathematical ideas through the process of mathematical discovery. While
the ideas investigated will not require significant previous mathematical experience (three years
Cornell College 2016-17 Academic Catalogue 154
of high school mathematics is sufficient) the first-year seminar demands mathematical curiosity,
enthusiasm and flexibility, as the ideas to be investigated will be challenging. Students
interested in majoring in mathematics are encouraged to take this seminar even though it does
not count for the major because they will be exposed to ideas that are not covered elsewhere in
the curriculum. See Topics Courses. Prerequisite: Three years of high school mathematics.
110. Great Mathematical Ideas
Investigation of a variety of great mathematical discoveries past and present. The ideas
investigated will not require significant previous mathematical background, but will require the
student to actively participate in the process of mathematical discovery. Only by doing
mathematics can the creativity, beauty, and mathematical importance of these great ideas be
understood. Specific content varies with the course instructor, but may include subjects such as
knot theory, origami, game theory, the nature of infinity, or chaos and fractals. Recommended
for non-mathematics majors. This course is not open to students who have completed MAT 120
or higher. This course does not count toward a mathematics major or minor. Prerequisite: Two
years of high school algebra. (Mathematics)
119-120. Calculus of a Single Variable Part I and II
Differential and integral calculus of functions of one real variable and analytic geometry of two
variables. This course emphasizes review of precalculus material and is appropriate for students
who feel they need more time in order to succeed in calculus. Prerequisite: three and one-half
years of high school mathematics, including trigonometry. Unless a departmental exception is
granted, this course combination must be taken in consecutive terms. This course is not open to
students who have completed MAT 121 or higher. (Mathematics)
121. Calculus of a Single Variable
Differential and integral calculus of functions of one real variable and analytic geometry of two
variables. Prerequisites: three and one-half years of high school mathematics, including
trigonometry, in addition to an ACT Math score of 25 or above, or SAT Math score of 570 or
above, or permission of instructor. This course is not open to students who have completed MAT
120. (Mathematics)
122. Calculus of Several Variables
Continuation of Calculus of a Single Variable, including further techniques of integration,
vectors, and differential and integral calculus of several variables. Prerequisite: MAT 120 or 121.
(Mathematics)
155. Topics in Mathematics
See Topics Courses.
221. Linear Algebra
Existence and uniqueness of solutions to linear systems. Linear transformations, linear
independence, spanning vectors, vector spaces, basis and dimension, orthogonality, eigenvalues
and eigenvectors. Students will be required to prepare written and oral presentations on a linear
algebra application approved by the instructor. Prerequisites: MAT 120 or 121 and CSC 151 or
MAT 122.
231. Fundamentals of Geometries
An examination of the assumptions inherent in the axiomatic structures of two-dimensional
geometry through the parallel postulate and its alternatives. Additional topics may include
Cornell College 2016-17 Academic Catalogue 155
projective geometries, finite geometries, coordinates and transformations, tilings, and higher-
dimensional objects. Alternate years. Prerequisite: MAT 221.
234. Complex Variables
Differential and integral calculus of functions of one complex variable. Analytic and harmonic
functions, contour integration, Laurent series, residue theory, and conformal mapping.
Alternate years. Prerequisite:MAT 122.
236. Differential Equations
This course is about how to predict the future. Mathematical modeling with differential
equations, initial value problems and their approximate solutions, systems of differential
equations, qualitative solutions, stability analysis and an introduction to chaos, and Laplace
transforms. Prerequisites: MAT 122 & 221.
255-260. Topics in Mathematics
A topic of mathematics more computationally oriented than proof oriented. See Topics Courses.
Prerequisite: MAT 122 and/or 221.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
327-328. Modern Algebra I and II
Formal systems of algebra (groups, rings, integral domains, and fields) and their relations to
other disciplines. Prerequisite: MAT 221. Alternate years.
337-338. Analysis I and II
Topics from the theory of functions of a real variable. First term will include limits and
continuity, differentiation and theories of integration. Second term will extend these results to
sequences and series of functions. The second term will include student reading projects and
presentations on theory and/or applications related to analysis topics. Prerequisites: MAT 122
and 221. Alternate years.
357. Applied Mathematics I
This course offers an introduction to several advanced skills and techniques used in applied
mathematics including: development of mathematical models; dimensional analysis;
perturbation theory; calculus of variations; discrete/stochastic models; and linear
programming. Applications taken from across a broad range of disciplines. Prerequisite: MAT
236.
358. Applied Mathematics II
This course explores the mathematics behind phenomena that occur in several dimensions.
Topics include partial differential equations including the heat equation, Poisson equation and
wave equations; Fourier Series; vector calculus, Sturm-Louisville theory, and numerical
methods as appropriate. Applications taken from across a broad range of disciplines. It is not
necessary to have taken MAT 357, Applied Mathematics I, prior to this course. Prerequisite:
MAT 236.
Cornell College 2016-17 Academic Catalogue 156
361-364. Advanced Topics in Mathematics
A proof-oriented topic in mathematics. See Topics Courses. Prerequisite: MAT 301.
485. Senior Capstone Project
Research on a subject or problem selected by the student and approved by Mathematics and
Statistics faculty. Guidance and feedback on the completion of a culminating paper that will
serve as a component of the capstone experience for the Mathematics and Statistics major. In
addition to consulting with the instructor on the final written project, students will spend class
time presenting their progress to classmates, sharing and developing ideas, answering
questions, and overcoming difficulties about their research. No S/U option. Prerequisite: MAT
502 Capstone Preparation.
502. Capstone Preparation (1/4)
Guidance through the process of choosing a topic for the Senior Capstone Project in
Mathematics and Statistics, and writing a proposal for the project that is acceptable to the
faculty in the department. Common readings in current literature in mathematics and statistics
also will be assigned. This adjunct course must be taken over Terms 1-4. Students will meet with
the instructor for approximately 2.5 hours per block. Students will have brief meetings with
course instructors and will also work individually on proposals. The total time commitment will
not exceed 6 hours per block.
511. Extended Research in Mathematics (1/4)
Developing and proving statements in an interesting area of mathematics which are original to
the student. Must be taken over four consecutive terms. Prerequisites: CSC 151, MAT 122, a GPA
in the department of 3.0 or higher, and permission of instructor. No more than one course
credit of MAT 511 can be earned.
701. Mathematics and Statistics Culture Points
Completion of 30 mathematics and statistics culture points. Points will be accumulated
throughout a student’s career at Cornell College. MAT 701 will appear on the transcript
following the semester when the total number of completed points is at least 30. Zero course
credit is awarded. For a list of how points can be earned, please see
http://www.cornellcollege.edu/mathematics/culturepoints. Html
702. Applied Mathematics Minor Essay
Completion of a short reflective essay detailing how the applied math minor has completmented
other courses at Cornell approved by faculty in Department of Mathematics and Statistics.
Prerequisites: Completion of at least 4 course credits towards the Applied Mathematics minor.
Statistics (STA)
There is no departmental major or minor in Statistics. Students interested in entering graduate
programs or careers in statistics should prepare by completing the Mathematics major that
includes the sequence STA 347-348. It is also recommended that students also take STA 201-
202.
201. Statistical Methods I
Elementary study of describing data. Data collection, descriptive statistics, estimation, and
hypothesis testing as applied to one- and two-variable problems. Prerequisites: Two years of
high school algebra, and a writing designated course (W) (Mathematics)
Cornell College 2016-17 Academic Catalogue 157
202. Statistical Methods II
A continuation of STA 201, Statistical Methods I. This course will explore in more depth several
methods of analyzing data. Topics covered include linear regression (simple and multivariate),
ANOVA (one- and two-way), and logistic regression (simple and multivariate). Prerequisite:
STA 201.
255-260. Topics in Statistics
See Topics Courses.
347-348. Mathematical Statistics I and II
Typically the first term covers probability, random variables, sampling distributions and
collecting data. The second term covers theory of estimation and hypothesis testing, linear and
multiple regression, analysis of variance, and techniques for categorical data. The second term
also includes a substantial data analysis project including written and verbal presentations.
Prerequisites: MAT 122 and 221. Alternate years.
390. Individual Project
Medieval and Early Modern Studies (MEM)
Advisor: Michelle Herder
The Medieval and Early Modern Studies Program and the courses that make up its offerings are
designed to help students gain an awareness of the interconnectedness of historical, cultural,
and artistic developments in Europe from the eighth through the seventeenth centuries. Courses
offered range from the study of revolutions in religious belief to the impact of the printing press
on literature and culture, from artistic representations of she-devils to the writings of political
and moral philosophers, from Charlemagne to Falstaff. Students may develop an individualized
major in Medieval and Early Modern Studies by following the recommendations given below
and filing with the Registrar a Contract for an Individualized Major. See Declaration of Degree
Candidacy, Majors, and Minors.
A total of nine credits, distributed in the following manner:
1. A minimum of eight course credits from at least four departments, distributed between the
following two categories. Of these eight, no more than four courses may be in a single
department.
a. History, Philosophy, and Religion -
At least three courses selected from among the following: HIS 101 (Europe: 800-1300),
102 (Europe: 1300-1700), 304 (Europe: the Sixteenth and Seventeenth Centuries), 317
(The Crusades), 319 (Women in Medieval Europe), 320 (Persecution, Tolerance and
Minorities in Medieval Europe); PHI 304 (Modern Philosophy: Seventeenth Century);
REL 354 (The Protestant Revolution); or, with the approval of the student's Medieval
and Early Modern Studies advisor, other appropriate courses from History, Philosophy,
and Religion.
b. Literature and the Arts -
At least three courses selected from among the following: ART 256 (Italian Renaissance
Art: Art, Architecture, and Humanism), 257 (Medusa's Gaze: Art in the Age of Galileo),
361 (Saints and She-Devils); ENG 321 (Studies in Medieval English Literature), 322
(Medieval and Renaissance Drama: Shakespeare's Rivals), 323 (Shakespeare I: Comedies
and Romances), 324 (Shakespeare II: Histories and Tragedies), 325 (Studies in
Cornell College 2016-17 Academic Catalogue 158
Renaissance Non-Dramatic Literature), 326 (Milton); FRE 321 (Passionate Extremes in
Early Modern France); MUS 321 (History of Western Music I: Medieval and
Renaissance), 322 (History of Western Music II: Baroque and Classical); SPA 321
(Golden Age: Romancero and the Comedia), 322 (Golden Age: Don Quijote); or, with the
approval of the student's Medieval and Early Modern Studies advisor, other appropriate
courses from literature and the arts;
2. MEM 485 (capstone experience); and
3. Competence in French, German, Greek, Italian, Latin, or Spanish at the 205 level, satisfied
by one of the following: (1) 205 or the equivalent; (2) placement into a 300-level course
through an examination; or (3) passing a proficiency examination at the 205 level.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
485. Senior Project
Independent, interdisciplinary project, required of all majors during their senior year.
Prerequisite: permission of the student's Medieval and Early Modern Studies advisor.
951. Semester in the Arts of London and Florence: see ACM Programs.
952. Semester in Florence: see ACM Programs.
962. Newberry Library Program in the Humanities, when the topic studied is relevant to
Medieval and Early Modern Studies, with the approval of the Medieval and Early Modern
Studies advisor.
Music (MUS)
Lisa Hearne (chair), Martin Hearne, James Martin, Jama Stilwell, Aaron Perrine
Cornell College offers a major in Music within the framework of the Bachelor of Arts and
Bachelor of Special Studies degrees. The Department of Music oversees the Bachelor of Music
degree, with majors either in Performance or in Music Education (see Bachelor of Music Degree,
alongside the Bachelor of Arts Degree under Degree Programs).
The Bachelor of Arts allows the student with a strong interest in music the opportunity to
explore various musical pursuits within the general liberal arts program of the College.
Instruction in a performing medium and participation in solo performance and ensemble
courses are required components of the B.A. Music major.
Major:
1. A minimum of 11 course credits in Music, which include:
a. MUS 110, 210, 310, 343, 321, 322, and 323;
b. A minimum of one and one-half course credits in Solo Performance courses (selected
from 731-793), of which one course credit must be in one medium; and
c. A minimum of one and one-half course credits in large Music Ensembles (selected from
MUS 712, 713, 715, 716, and 717), of which one course credit must be earned in one
ensemble;
Cornell College 2016-17 Academic Catalogue 159
d. an elective of any MUS course numbered 200 and above, not to include MUS 212 or any
700 numbered course other than 702 (Composition).
2. Passing the Piano Proficiency Requirement (see below);
3. Passing the Aural Skills Proficiency Requirement (see below);
4. Completion of a senior capstone experience;
5. All Music majors must enroll in a Solo Performance course (music lesson) and in a music
ensemble during their final three semesters, unless excused by the Music Department; and
6. Receive a passing grade (P) in MUS 701 for a minimum of five semesters (see "Music
Performance Seminar").
All senior Music majors must complete a senior capstone experience. There are two categories
from which to choose: recital (MUS 798 or 799); or paper/project (MUS 485). Students may
choose both of these options if they wish. Students who plan to complete MUS 485 as their
capstone must submit a description of the proposed project for departmental approval by
October 1 of their senior year. Student teaching fulfills this requirement for music education
majors.
Minor: A minimum of six course credits in Music which include MUS 110, 210, 310, and at least
three additional courses in Music at the 200 level or above, selected in consultation with and
approved by the Department, not to include MUS 212, 301, or any 700 numbered course.
Music Lessons at Cornell: Students register for Solo Performance courses (music lessons) at
the beginning of Term One and Term Five. These courses are taught over four consecutive
terms. Registration entails additional costs (see Music Lessons, Fees*). Students may withdraw
from these courses only during the first of the four terms. If a student withdraws from a Solo
Performance course during the drop period, he or she will be charged only for the lessons
scheduled between the beginning of the course and the date when the course is officially
dropped and no entry concerning the course will appear on the student's transcript. After the
drop period has passed, if a student ceases to attend, a grade of F will appear on the student's
transcript and the student will be billed for the full semester charge. All music scholarship
students must be enrolled in music lessons to retain their scholarships. For students graduating
before 2017: after a student has earned more than one course credit in the continuing study of
the same instrument, he or she may count the additional credits toward the fulfillment of the
general B.A. requirement for a minimum of eight courses numbered in the 300s or 400s.
Music Lessons, Fees (Solo Performance Courses)*
Music Majors: $200 for one half-hour lesson per week for four terms (one-quarter course
credit); $300 for one hour-long lesson per week for four terms (one-half course credit). These
fees are the same for lessons on secondary instruments. Piano lessons leading toward the
passing of the piano proficiency exam are $100 for one half-hour lesson per week for four terms
(one-quarter course credit).
Non-Music Majors: $350 for one half-hour lesson per week for four terms (one-quarter course
credit). The fee is the same for lessons on secondary instruments.
Recipients of Music Scholarships and Awards will not be charged for lessons on their principal
(scholarship audition) instrument.
Piano Proficiency Requirement: All Music majors, regardless of degree or program, must
pass the Piano Proficiency Requirement by the end of the sophomore year. If this requirement is
Cornell College 2016-17 Academic Catalogue 160
not passed by this time, the student must take applied piano (MUS 761 or 762) until the
requirement has been passed. The requirement consists of six components: performance of
three prepared works; scales; arpeggios; sight reading; and melody harmonization. Also, as part
of the requirement, Music Education majors must demonstrate their ability to perform an
accompaniment with a singer or instrumentalist. A student may pass the requirement in
segments.
Aural Skills Proficiency Requirement:
All BA and BM Music majors must pass the Aural Skills Proficiency Requirement in order to
complete the Music Major. These students must pass each of a series of graduated exams (3
levels required for the BA; 4 levels required for the BM) that test in the following Aural Skills
areas: intervals, chords, scales, melodic dictation, harmonic dictation, and sight singing. These
topics will be taught both within the four required Music Theory courses, as well as in a longer-
term self-paced, computer-program-assisted, proficiency-based mode.
Ensemble Participation: Participation in large music ensembles (MUS 712, 713, 715, 716, and
717) is required of all Music majors and music scholarship students, regardless of degree or
program. Requirements vary, depending on the degree program. The student must perform
within an ensemble on his/her primary instrument unless otherwise approved by the
Department of Music. Pianists must complete one full-credit from the large ensembles (712, 713,
714, 715, 716) before they may count MUS 719 or MUS 711 as their primary ensemble credit.
Only pianists may use 719 or 711 to fulfill an ensemble requirement. Regulations governing
adding and dropping ensembles are the same as for Music Lessons, with the exception of MUS
718.
Music Performance Seminar: The Music Performance Seminar (MUS 701) is a semester-
long program that consists of attendance at music events. The purpose of this Seminar is to help
nurture an understanding of diverse musical styles and musical ensembles and to provide
opportunities for student performances. Attendance at concerts, recitals, and Friday afternoon
Music Performance Seminar Student Recitals is required of all Music majors and minors, as well
as all other students who are enrolled in music lessons. (Students who have accepted a Music
Scholarship must satisfy, at minimum, the recital attendance requirement for a Music minor.)
The number of required events changes from semester to semester. Students should contact the
Department of Music each semester for details. Music majors must receive a passing grade in
Music Performance Seminar (MUS 701) in a minimum of five semesters in order to complete the
major. Failure to meet the attendance requirement will result in the student's receiving an F for
Music Performance Seminar. No course credit is given for this Seminar. It is offered on a
Pass/Fail basis.
101. Fundamentals of Music
Basic music reading skills for all interested students, while learning to listen to and recognize
the structural and aesthetic elements of music. Preparation for MUS 110. (Fine Arts)
109. First Year Seminar in Music (FYS)
The topic of "Opera and Film" has become one of the “hot” areas of scholarship in the
past fifteen or so years. Both opera and film use a conglomeration of other constituent arts to
create what Richard Wagner called a Gesamtkunstwerk or total artwork. (In fact, many of the
first efforts in film were derived from opera and more specifically, Wagner.) My intention with
Cornell College 2016-17 Academic Catalogue 161
this course is to explore the intersections between opera and film, using theories and practices of
both genres, as well as numerous specific examples of the interplay between them. (FYS)
110. Music Theory I
Fundamentals of music: harmony, melody, rhythm, scales, and forms; with a concentration on
the common-practice period, 1600-1900 (with some twentieth century music). Application of
these topics to analysis, writing, listening, sight-singing, and an introduction to music literature.
Prerequisite: MUS 101, passing music placement test, or permission of instructor. (Fine Arts)
115. Beginning Electronic Music Composition
An introduction to composing electronic music using Reason software. Course will cover basic
synthesis types, sound processing, and MIDI, as well as compositional concepts and techniques
associated with traditional electronic music studio. Offered every three years. (Fine Arts)
207. Vocal Diction
Italian, French, German, and English diction as related to the art song and to choral music.
Required of all students whose major performance medium is voice; also required of General
Music Education majors. Alternate years.
210. Music Theory II
Continuation of MUS 110. Topics include the harmonic progression, triads in inversion, non-
chord tones, and an introduction to phrases, periods, and their role in creating musical form.
Prerequisite: MUS 110. No S/U option. (Fine Arts)
212. Music Listening and Understanding
Learning to understand Western art music through historical study and perceptive listening.
Does not count toward the Music major or minor. (Humanities)
215. Jazz Improvisation
Improvisation in American jazz, including daily performing experiences in these styles.
Prerequisite: MUS 310. (Fine Arts)
217. Opera
An introduction to opera as a genre and a study of selected masterpieces. The course will involve
both traditional investigations and newer scholarly approaches from areas such as "queer
studies" and feminist scholarship. Themes of the course will be those of the operas studied:
politics, gender, class, love, death, sexuality, the individual within society, religion, and, of
course, the union of music and drama. Ability to read music not required. Offered subject to
availability of faculty. May be repeated for credit with permission of instructor. (Humanities)
218. Rock Music: Historical and Cultural Perspectives
Rock music from its origins in African-American blues to the present. Examination of the
music's interaction with ethnicity, racism, capitalism, sexism, and politics. Open to all students.
Offered subject to availability of faculty. (Humanities)
219. Revolutionary Music of the Twentieth Century
Avant-garde music of the twentieth century and the ways it has challenged previously-held
musical and aesthetic values. Ives, Satie, Futurism, Dadaism, Duchamp, Varèse, Cage, and
beyond. Experimental works and ideas in arts other than music. Open to all students. Offered
subject to availability of faculty. (Humanities)
Cornell College 2016-17 Academic Catalogue 162
220. Jazz History
Jazz in America from its roots in Africa and Western Europe to present-day styles and practices.
Open to all students. Offered every third year. Prerequisite: writing-designated course (W).
(Humanities)
263. Women and Music
The roles of women in the history of Western music with special emphasis on the music of
women composers. Exploration of issues surrounding gender and musical style. In addition to
the Music major and minor, this course also counts toward the GSS major. Prerequisite: writing-
designated course (W). Ability to read music not required. (Humanities)
270-275. Topics in Music
Study of a selected topic. May be repeated for credit if content is different. See Topics Courses.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
302. Song Literature
Investigation of the solo repertoire for the voice. Required of all majors in voice performance.
Open to others with permission of instructor. Offered upon request. No S/U option.
303. Service Playing and Arranging
Selecting music for the church service, the playing of the service, and the study of chanting.
Required of all students majoring in performance in organ. Prerequisite: permission of
instructor. Offered upon request. No S/U option.
304. Literature of the Major Instrument
Study of the repertoire available for the primary instrument. Required of all majors in
instrumental performance. Prerequisite: permission of instructor. No S/U option.
305. Orchestration (1/2)
Scoring for wind ensemble, orchestra, and chamber groups. Characteristics of modern
instruments. Prerequisite: MUS 310. Offered upon request. No S/U option.
306. Conducting I
Basic conducting skills for both vocal and instrumental ensembles. Baton technique, musical
styles and interpretations, rehearsal techniques, and score reading. Prerequisite: MUS 310. No
S/U option.
307. Piano Pedagogy (1/2)
Examination and discussion of current ideas and methods of teaching piano, including lectures,
observation of individual and class piano lessons, and supervised practice teaching. Required of
all piano performance majors. Open to other pianists with the permission of instructor.
Prerequisite: sophomore standing. Offered upon request, subject to availability of faculty. No
S/U option.
308. Vocal Pedagogy (1/2)
Historical and pedagogical development of the art of singing and a study of the physiology of the
Cornell College 2016-17 Academic Catalogue 163
singing process. Emphasis on teaching techniques and care of the voice. Required of all students
majoring in voice. Open to other vocalists with the permission of instructor. Prerequisite:
sophomore standing. Alternate years. No S/U option.
310. Music Theory III
Continuation of MUS 210. Topics include seventh chords, chord inversion, secondary functions,
and an introduction to modulation. Prerequisite: MUS 210. No S/U option.
315. Jazz Arranging
Scoring for the jazz ensemble. Study of contemporary practices for writing and arranging in the
jazz idiom. Projects include arrangements for the conventional big band as well as for small jazz
ensembles. Prerequisite: MUS 343. Offered upon request, subject to availability of faculty. No
S/U option.
321. History of Western Music I
Chronological development of Western music from Antiquity through the late Renaissance.
Emphasis on historical, cultural, aesthetic, and structural examination of musical works; and
the development of genres, forms, and performance practices. Prerequisites: writing-designated
course (W) and the ability to read music. No S/U option. (Humanities)
322. History of Western Music II
Chronological development of Western music from the Baroque (seventeenth century) through
Beethoven. Emphasis on historical, cultural, aesthetic, and structural examination of musical
works; and the development of genres, forms, and performance practices. Prerequisites: MUS
310 and writing designated course (W). No S/U option. (Humanities)
323. History of Western Music III
Chronological development of Western music from the Romantics to the present. Emphasis on
historical, cultural, aesthetic, and structural examination of musical works; and the
development of genres, forms and performance practices. Prerequisites: MUS 310 and writing-
designated coure (W). No S/U option. (Humanities)
331. Music Education Seminar (1/2)
Introduction to the music teaching profession, with an emphasis on student evaluation,
planning, classroom management, teaching strategies, and audiovisual and computer
applications. Twenty-five hours of observation/practicum in music in the schools. Prerequisite:
MUS 310. No S/U option.
343. Music Theory IV
Continuation of MUS 310, with emphasis on aural skills, structural analysis, and formal designs
of music from the common-practice period. Prerequisite: MUS 310. No S/U option.
348. Counterpoint
Fundamental contrapuntal principles that occur in polyphonic music. Prerequisite: MUS 343.
Offered upon request. No S/U option.
349. Form and Analysis
Overview of the standard forms and genres found in the common-practice and twentieth
century periods. Study of techniques for uncovering the structure of a specific work.
Prerequisite: MUS 343. Offered upon request. No S/U option.
Cornell College 2016-17 Academic Catalogue 164
350. Mozart and Beethoven
Historical and analytical study of selected works. Relationships, structures, and meanings
within the works selected. Prerequisites: writing-designated course (W) and the ability to read
music (treble and bass clefs). Offered subject to availability of faculty. No S/U option.
(Humanities)
352. The Ring Cycle of Wagner
Wagner's four-opera epic cycle Der Ring des Nibelungen. Viewing of performances of The Ring,
the work's mythologies, operatic ideals, historic and cultural position, development of leitmotif,
interpretations, and philosophical influences and content. Prerequisite: writing-designated
course (W). Offered subject to availability of faculty. No S/U option. (Humanities)
353. Wagner and Wagnerism (at the Newberry Library, Chicago)
An examination of Richard Wagner's Musikdramen, essays, theories, sources, and influences,
including the phenomenon of Wagnerism. The course will include a study of one of his major
works, and students will carry out research at the Library. Prerequisite: writing-designated
course (W). Alternate years. No S/U option. (Humanities)
361-363. Topics in Music History and Theory
Topics vary from year to year according to the interests of the instructor or students. See Topics
Courses. Prerequisites: two courses in music theory and one course in music history. No S/U
option.
370. Special Topic: Tradition and Innovation
An interdisciplinary course that explores the relationship between tradition and innovation.
The course approaches this question through the study of myth, drama, music/opera, literature,
criticism, and essays, from antiquity through the 20th century. Major topics/texts are 1)
Interpretations of the Electra myth: The Libation Bearers of Aeschylus, the Electra of Sophocles,
and Richard Strauss’ Elektra. 2) The role of traditions and historical antecedents in Wagner’s
“artwork of the future,” Die Meistersinger von Nürnberg, and his major essay The Artwork of
the Future. 3) James Joyce’s Portrait of the Artist as a Young Man, wherein our protagonist
fights the suffocation he feels from Catholicism, Irish traditions, and language while trying to
become an artist. Each of these topics has strong connections with at least one other topic in the
course.
406. Conducting II: Band (1/2)
407. Conducting II: Choral (1/2)
408. Conducting II: Orchestral (1/2)
Continuation of MUS 306. Advanced score analysis, advanced rehearsal and performance
techniques. Course requirements include attendance at all rehearsals and performances of the
ensemble involved and private instruction in analysis and conducting techniques. Taught by the
regular conductors of the College ensembles. Prerequisite: MUS 306. Offered upon request,
subject to availability of faculty. No S/U option.
431. Methods and Materials for Music Education
Preparation for teaching music in the elementary and secondary schools. Educational
philosophies, conducting and arranging skills, the teaching of vocal and instrumental music, and
teaching strategies for various ages. Twenty-five hours of observation-practicum in music in the
schools. Prerequisites: MUS 331 and fulfillment of the Piano Proficiency Requirement. No S/U
option.
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432. Marching Band Techniques
Charting, arranging for, organizing, and directing a marching band, with particular emphasis on
high school marching bands. Prerequisite: MUS 343. Offered upon request, subject to
availability of faculty. No S/U option.
485. Independent Study in Music
A project in an area of performance practices or some phase of music history, theory, or
education. No S/U option.
701. Music Performance Seminar (Zero Course Credit)
A semester-long program requiring attendance at a number of musical events. The number of
required events changes from semester to semester. Students should contact the
Department of Music each semester for details.
702. Composition (1/2-1)
Original composition for various media, beginning with smaller forms. May be repeated for
credit. Prerequisite: permission of instructor. No S/U option. (Fine Arts)
703-708. Instrumental Techniques (1/4)
Development of basic performing techniques. Study and evaluation of procedures and materials
for elementary and intermediate instrumental teaching. No S/U option.
703. Brass
706. Woodwinds
704. Percussion
707. Singers
705. Strings
708. Guitar
709 (1/4); 710 (1/2). Advanced Jazz Improvisation
A continuation of MUS 215 Jazz Improvisation. Study and discussion of the various approaches
to jazz improvisation. Focus will be on chord/scale relationships, advanced harmonic
substitutions, stylistic considerations, solo analysis, and relationships between harmony,
melody, and structure. Students will also begin learning important pieces in the basic jazz
repertoire. May be repeated for credit. No S/U option.
Ensemble and Solo Performance Courses: Music courses numbered 711 through 793 are
open to all qualified students upon audition, may be repeated for credit, and may be counted
toward the fulfillment of the Fine Arts General Education Requirement. Any combination of
these courses that totals a full course credit will satisfy this requirement. These courses normally
encompass four terms and are taken along with principal and concurrent courses. MUS 718/728
(Cornell Lyric Theatre) is an exception.
The regulations governing the adding and dropping of Solo Performance (music lessons) and
Ensemble courses are given under "Music Lessons at Cornell" and "Ensemble Participation."
These regulations apply to all students taking these courses whether or not they are Music
majors. To enroll, students register directly and in advance with the Department secretary in
Term One or Term Six.
Only juniors and seniors who are candidates for the B.Mus. degree with a major in Performance
are permitted to register for a full course credit in a Solo Performance course. Students
considering the B.Mus. degree with a major in Performance should register each semester of
their first and sophomore years for a half-credit lesson in their primary performance medium
Cornell College 2016-17 Academic Catalogue 166
and for a full course credit each semester during their last two years. Other music students take
lessons for a quarter-course credit each semester or, with the permission of the Department, for
a half-course credit.
All students enrolled in a Solo Performance course will be enrolled automatically in the
concurrent MUS 701 Music Seminar course.
Ensemble Courses No S/U option.
711. (1/4) Chamber Ensembles
712. (1/4) Choir
713. (1/4) Jazz Ensemble
714. (1/4) College Chorale
715. (1/4) Orchestra
716. (1/4) Concert Band
717. (1/4) Chamber Singers
719. (1/4) Accompanying
720. (1/4) Steel Drum Ensemble
718/728. Cornell Lyric Theatre (1/4)
Participation in an opera, operetta, or musical theater production. Open to all students by
audition or with permission of instructor. May be repeated for credit. No S/U option. (Fine
Arts)
Solo Performance Courses No S/U option.
At the end of each solo performance course, every student must pass an examination before a
jury of the faculty of the Department. The fees for music lessons are given in the section on
Financial Information.
731. (1/4), 732. (1/2), 733. (1) Brass Instruments
741. (1/4), 742. (1/2), 743. (1) Organ
751. (1/4), 752. (1/2), 753. (1) Percussion Instruments
761. (1/4), 762. (1/2), 763. (1) Piano
771. (1/4), 772. (1/2), 773. (1) String Instruments
774. (1/4), 775. (1/2), 776. (1) Guitar
777. (1/4), 778. (1/2), 779. (1) Harp
781. (1/4), 782. (1/2), 783. (1) Voice
791. (1/4), 792. (1/2), 793. (1) Woodwind Instruments
798. Half Recital (1/2)
25 minutes of music. Required of Music Performance majors. Available to any student with
approval of the Department. No S/U option. A pre-recital hearing is required.
799. Full Recital
50 minutes of music; usually performed in the senior year. Required of Music Performance
majors. Available to any student with approval of the Department. No S/U option. A pre-recital
hearing is required.
964. Chicago Semester in the Arts: see Chicago Semester in the Arts Program (ACM).
Cornell College 2016-17 Academic Catalogue 167
Philosophy (PHI)
Paul Gray, Genevieve Migely (chair), Jim White
Essential to a liberal education is the ability to think, to detect bad arguments and evidence, to
see more than one side of a matter and to decide which is best, to construct a coherent case, and
to make words perform their tasks with clarity and precision. These principles, along with a
concern for representing the principal areas of philosophical inquiry, and an emphasis on the
careful, creative, and critical reading of important philosophical texts, guide the Department in
planning its curriculum.
Major: A minimum of nine course credits, which include PHI 111 and 202; either 203 or 204;
two courses selected from 302, 304, 305, 306, and 308; PHI 485; and three additional courses
in Philosophy, at least two of which must be at the 300 level.
Minor: A minimum of six course credits in Philosophy which include PHI 111 and 202; either
203 or 204; either 302 or 304 or 305 or 306; and two additional 300-level courses in
Philosophy.
105. Topics in Philosophy
109. Ethics and Climate Change (FYS)
The threat of climate change raises urgent questions about what we ought to doi.e., questions
about morality. We will spend some time considering climate science and questions raised by
controversy about that science. What should we believe about the claim that human activity is
threatening the climatic stability of our planet given apparent disagreement about the truth of
that hypothesis. We will also spend time considering the moral challenges the risk of climate
change generates: what is the nature of our obligations to prevent harm to people distant in
space and in time; what responsibilities do nations of the industrialized world have to respond
to threats generated by climate change; what does it make sense for such nations to do given the
uncertainty of some outcomes of climate change; what should we, as individual citizens of such
nations, be doing? We will read material of all sorts about these questionswe’ll look at
scientific reports, economic analyses, and philosophical/ethical arguments, for exampleand
talk and write about what we make of the issues. Seminar for first year students only. (First Year
Seminar)
111. Introduction to Philosophy
Problems of philosophy as they are discussed in the writings of major philosophers, including
such topics as the nature of reality, problems with knowledge, morality, and the rationality of
religious belief. Designed for first year students and sophomores. (Humanities)
202. Ethics
The nature of moral experience, moral judgments, and moral principles, and the relation of each
to the other. Course may consider applications to contemporary moral problems. Readings from
some major ancient, modern, and contemporary moral philosophers. (Humanities)
203. Logic and Critical Thinking
Principles and techniques useful for evaluating arguments and avoiding fallacious reasoning in
ordinary life.
Cornell College 2016-17 Academic Catalogue 168
204. Symbolic Logic
An introduction to formal argument analysis, including first order predicate logic and
mathematical logic. Offered upon request and subject to availability of faculty.
224. Environmental Ethics
Moral dilemmas associated with human populations, industrial productivity, a deteriorating
environment, and generally, our treatment of the natural world. Alternate years. (Humanities)
225. Utopia
Philosophical study of selected works in Utopian literature such as: Plato's Republic, More's
Utopia, Perkins-Gilman's Herland, Hilton's Lost Horizon, Rand's Anthem, Clarke's Childhood's
End, and Lowry's The Giver. (Humanities)
261-266. Topics in Philosophy
See Topics Courses. (Humanities)
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
301. Asian Philosophy
Study of Eastern philosophies such as Hinduism, Buddhism, Confucianism, and Taoism through
their classic texts. Examination of the nature of reality and the self, and how humans ought to
live while analyzing such issues in a broader philosophical context. Prerequisite: sophomore
standing. Alternate years. (Humanities)
302. Ancient Philosophy
Advanced study of the beginning of Western thought on topics such as the foundation of
philosophical and scientific inquiry, the basis of reality, the nature of the human being and how
humans ought to live socially, politically and ethically. In-depth analysis of the Presocratics,
Plato, Aristotle and the Stoics. Prerequisite: sophomore standing. Alternate years. (Humanities)
304. Modern Philosophy: Seventeenth Century
Critical and historical examination of the modern period of philosophy starting with the
background to the Scientific Revolution and ending with advanced theories on the nature of
reality achieved by a careful analysis of such philosophers as Galileo, Newton, Bacon, Descartes,
Spinoza, Leibniz, Locke and Berkeley. Prerequisite: sophomore standing. Alternate years.
(Humanities)
305. Modern Philosophy: Eighteenth Century
European philosophy from 1700 to 1800. Study of the philosophers of the middle of the modern
era such as Hume, Voltaire, Rousseau, and Kant. Prerequisite: sophomore standing. Alternate
years. (Humanities)
306. Modern Philosophy: Nineteenth Century
European philosophy from 1800 to 1900. Study of the philosophers of the late modern era such
as Hegel, Schopenhauer, Kierkegaard, Mill, Marx, and Nietzsche. Prerequisite: sophomore
standing. Alternate years. (Humanities)
Cornell College 2016-17 Academic Catalogue 169
307. Marx and Marxism
Primary emphasis on reading a comprehensive and balanced selection of the writings of Karl
Marx. Reading will include some leading Marxists such as Lenin, Mao Zedong, and Marcuse.
Prerequisite: sophomore standing. Alternate years. (Humanities)
308. Twentieth Century Philosophy
Study of philosophers such as Wittgenstein, Russell, Dewey, Heidegger, Foucault, and Rorty.
Analytic philosophy, pragmatism, and continental philosophy, including postmodernism, will be
examined. Prerequisite: sophomore standing. Offered every second or third year. (Humanities)
309. Existentialism
Reflections on death, the meaning of life, absurdity, alienation, despair, freedom, and the self.
Study of selected works of Simone De Beauvoir, Albert Camus, and Jean Paul Sartre.
Prerequisite: sophomore standing. Alternate years. (Humanities)
352. Philosophy of Feminism
Exploration of philosophical theories on the nature of women, feminist critiques of Western
philosophy, and current issues in feminist ethics, multicultural feminism, and feminist
epistemology with application to social debates such as sex-based work, body image, and
discrimination. This course also counts towards the GSS major. Prerequisite: sophomore
standing. Alternate years. (Humanities)
353. Philosophy of Law
Inquiry into the nature of law, and its relation to morality and society through both classical and
contemporary legal theories. Specific issues covered include liberty, justice, responsibility, and
punishment employing actual legal cases. Prerequisite: sophomore standing. Alternate years.
(Humanities)
354. Political Philosophy
Intensive study of the work of a major political philosopher, such as A Theory of Justice by John
Rawls or Plato's The Laws. Prerequisite: sophomore standing. Offered every third year.
(Humanities)
355. Philosophy of Religion
Philosophical examination of the major concepts and claims of the Western religious tradition.
Topics to be discussed include the nature and existence of God, the problem of evil, the nature of
religious language, the relation between faith and reason, and the possibility of religious
knowledge. Prerequisite: sophomore standing. Alternate years. (Humanities)
356. Philosophy of Science
Examination of science as a source of information about the world. Topics include the structure
of scientific confirmation and explanation, the nature of scientific knowledge and progress, the
difference between science and pseudo-science, and the moral evaluation of science.
Prerequisite: sophomore standing. Alternate years. (Humanities)
357. Philosophy in Literature
Philosophical study of selected works of world literature by authors such as Mishima, De
Beauvoir, Calvino, Clark, and Rand. Prerequisite: sophomore standing. Alternate years.
(Humanities)
Cornell College 2016-17 Academic Catalogue 170
358. Philosophy of Mind
Theories about the mind and mental phenomena: the relationship between minds and brains;
consciousness; free will; artificial intelligence; and the philosophy of psychology. Prerequisite:
sophomore standing. Alternate years. (Humanities)
360. Evolution and Philosophy
An examination of the theory of evolution--what it says, what support it has, what it can (and
cannot) explain–in order to see what (if any) implications it has for religion, morality,
philosophy, and the understanding we have of ourselves and our world. Prerequisite:
sophomore standing. Alternate years. (Humanities)
361-366. Advanced Topics in Philosophy
See Topics Courses. (Humanities)
485. Senior Seminar in Philosophy
Senior Seminar in Philosophy: Advanced focus on an issue or movement or problem in
philosophy, or on a particular philosopher. Prerequisites: at least three 300-level course in
Philosophy, a major in Philosophy, and senior standing or permission of the department.
Physics and Engineering Sciences
Kara Beauchamp (chair), Lyle Lichty, Brian Johns, Derin Sherman
Engineering Sciences
Major: A minimum of 16 course credits, which include MAT 120 or 121; MAT 122; MAT 221;
MAT 236; PHY 161; PHY 162; CHE 121 or 161; CSC 140; EGR 131; EGR 231; EGR 271; EGR 311;
three additional 300-level EGR courses; EGR 385 (Capstone).
EGR 131: Introduction to Engineering Design
The goal of engineering is to solve problems faced by society. In this course, students will learn
how the engineering process works: defining the problem; conducting background research;
constructing design criteria; evaluating and testing designs, and developing and testing
prototypes. Students will also discuss and critically analyze papers discussing ethical issues that
arise both during the design process as well as the interaction between technology and society.
This course also emphasizes the importance of effective communication for engineers: students
will be required to present their own reports (both oral and written) as well as critiquing other
papers.
EGR 231: Engineering Mechanics
This course introduces students to the essential principles and techniques of analysis of
continuous media including both solids and fluids. Topics include conservation laws, static and
dynamic behavior of rigid bodies, fluids and fluid statics, internal forces, moments of inertia,
stress and strain, as well as an introduction to vibration. Prerequisite: PHY 161
EGR 270. Electronic Instrumentation
Principles of electronics, signal processing, and computer interfacing needed to understand,
configure, and troubleshoot modern electronic and computer-based research equipment.
Transducers, operational amplifiers, test equipment, integrated circuits, data transmission,
computerized data acquisition, and analog to digital conversion. Same course as CSC 270.
Prerequisite: PHY 142 or 162, or permission of instructor.
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EGR 271: Engineering Thermodynamics
Thermodynamics is the study of energy and its conversion to other forms, notably work and
heat. Topics include internal energy, enthalpy, entropy and temperature; the first and second
laws of thermodynamics; combustion, cyclic processes, engines, efficiency and refrigeration;
heat transfer. Practical applications of thermodynamics are also discussed, including power
generation, pollution and waste control, materials science and chemical engineering.
Prerequisite: PHY 161, CHE 121 or 161.
EGR 311: Engineering Circuits
Electronic circuits are found in computers, TVs, cell phones, and many other modern electrical
appliances. This course teaches both the principles of electrical circuits as well as the
mathematical techniques used to model and analyze circuit behavior. Topics include Kirchhoff's
laws, Thévenin and Norton equivalents, small-signal models, time-domain and frequency-
domain analyses, Laplace transforms, logic circuits, and operational amplifiers. Prerequisite:
PHY 162
EGR 331: Engineering Materials
It's essential for engineers to understand the properties of materials used in designs: how
materials behave under different environmental conditions, and how they fail. Students will
study the mechanical, electrical, optical, chemical, and physical properties of materials including
metals, glass and ceramics, polymers and composites. Changes in materials as a function of
temperature are covered as well as stress and strain. Prerequisite: EGR 231
EGR 332: Mechanics of Deformable Bodies
An introduction to the effects of forces on solid bodies. Structures will be analyzed under axial,
shear, torsional, and bending loads. Students learn to assess structures in terms of stress,
strain, and deflection under the various types of loading. The course emphasizes individual and
group problem-solving. Students apply course concepts to build and evaluate their own
structures during hands-on design projects. Prerequisite: EGR 231 and MAT 122.
EGR 336: Topics in Engineering
See Topics Courses.
EGR 346: Fluid Mechanics
An introduction to the mechanics of liquids and gases. Topics include fluid statics; differential
analysis of fluid motion; dimensional analysis and similarity; thermophysics of fluids;
incompressible fluids and viscosity. Applications of fluids to engineering include aerodynamics,
propulsion systems, open-channel flow, and piping systems. Prerequisite: EGR 231,EGR 271 and
MAT 236
EGR 361: Signals and Systems Analysis
Linear systems and signal analysis are fundamental to engineering. Examples including signal
transmission, signal processing, and the design of feedback and control systems. Topics covered
include discrete and continuous linear time-invariant systems, Fourier analysis, Laplace and Z
transforms, modulation, sampling, feedback and control. Prerequisite: EGR 311
EGR 385: Engineering Design Project
Students work on a design project in a small group to formulate an engineering solution to a
real-world problem. Specific projects will be chosen in an area of the student’s interest with
Cornell College 2016-17 Academic Catalogue 172
prior consultation with the instructor. Includes a comprehensive written report and oral
presentation. Prerequisites: EGR 231, EGR 271, EGR 311, and one additional EGR 300-level
course, Senior standing or permission of instructor.
Physics (PHY)
Major: CSC 140 (Foundations of Computer Science), EGR 270 (Electronic Instrumentation),
MAT 120 (Calculus of a Single Variable Part II) or 121 (Calculus of a Single Variable), 122
(Calculus of Several Variables), 221 (Linear Algebra), and 236 (Differential Equations); PHY 161,
162, 263, 312 and three additional course credits in Physics at or above the 300 level, for a
minimum of 14 courses. Students planning for graduate work in Physics or Engineering should
include PHY 305, 321, 322, and 334. Students planning for graduate work are also strongly
encouraged to take MAT 234 (Complex Variables), and CHE 323 and 324 (Physical Chemistry I
and II).
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
science should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Minor: A minimum of five course credits in Physics which include PHY 161, 162, 263, 265, and
at least one course in Physics at or above the 300 level.
Capstone: Physics majors conduct individual experimental projects of their own design in
small groups during the advanced lab course. Following the advanced lab, students will conduct
a literature search on the background of their experiment in more depth and then write an
individualized paper, with emphasis on their particular contribution to the project. The paper
must be submitted to their capstone advisor no later than two blocks after the start of the
advanced lab. The student will revise the paper until it is accepted by the department. If it
appears that the student is making insufficient progress towards the completion of the
individual paper, then the student and Registrar will be notified that the student is in danger of
not completing the major requirements. Once the paper is approved, students are then required
to present their findings in a public presentation. If the presentation is judged unacceptable,
then the student will have the opportunity to give another presentation privately to the
department.
The Physics curriculum facilitates a wide range of interests from professional to cultural;
graduate work in physics, astronomy, geophysics, medicine, meteorology, environmental
engineering, business administration, law, health physics, and computer science. B.S.S.
candidates and students contemplating an individualized major in the physical sciences are
invited to discuss possible curricula with the Department.
Note: PHY 116, 121, 123, and 125 have no formal prerequisites; 141 and 142 ask only reasonable
facility in algebra and trigonometry.
116. Energy & Society (W)
Our modern society depends critically on the conversion of stored energy sources, like coal, oil,
and natural gas, into useful forms of energy such as electricity, transportation, and heat. This
course will explore the societal impacts of this energy use on human health, the environment,
and the economy. We will also explore energy production and consumption patterns around the
world. Students will engage in critical reading, discussion, and several different types of
Cornell College 2016-17 Academic Catalogue 173
academic writing. Because this is a writing course, significant course time will be spent on the
writing process, with a focus on revision. (Writing Requirement (W))
121. Astronomy
Development of the current understanding of the origin, evolution, and structure of the
universe. Physical principles upon which this understanding is based. Intended for non-science
majors. (Science)
123. Acoustics, Music, Audio Systems
Application of elementary physics principles to sound waves and vibrations, including the
physics of musical instruments, room acoustics, hearing, harmonic analysis, and electronic
production of sound. Intended for non-science majors. Alternate years. (Laboratory Science)
125. Science through Film and Fiction
Scientific topics and issues found in selected novels and feature films are used to investigate the
foundations of science and the scientific process. Students will investigate specific scientific
concepts and use them as case studies illustrating the historical development of science and the
role of science and technology in society. Intended for non-science majors. (Science)
141. Introductory Physics I
Non-calculus treatment of elementary physics covering the topics of mechanics, relativity, and
waves. Emphasis on problem-solving. Prerequisite: two years of high school algebra including
trigonometry. (Laboratory Science)
142. Introductory Physics II
Continuation of PHY 141 covering electricity, magnetism, and modern physics. Prerequisite:
PHY 141. (Laboratory Science)
155-157. Introductory Topics in Physics.
See Topics Courses.
161. General Physics I
Introduction to physics intended for physical science majors. Topics include Newton's laws of
motion, concepts of work and energy, rotational motion, and conservation laws. Prerequisite:
MAT 120 or 121. (Science)
162. General Physics II
Continuation of PHY 161. Topics include relativity and electricity and magnetism. Prerequisite:
PHY 161. (Science)
255-259. Topics in Physics
Study of a selected topic in physics, such as cosmology, special relativity, light and color, and
physics of sports. See Topics Courses. (Science)
263. Laboratory Physics
A laboratory experience designed to complement either of the introductory physics sequences.
Techniques of experimental measurement and analysis, with experiments drawn from all areas
of introductory physics. Completed for credit (CR), not letter grade. Prerequisite: PHY 162.
(Laboratory Science)
Cornell College 2016-17 Academic Catalogue 174
265. Modern Physics
Topics include thermodynamics, special relativity, photons, deBroglie waves, Heisenberg's
uncertainty principle, the Schrödinger equation, atomic and nuclear physics, high-energy
particles, and quarks. Prerequisites: MAT 122, PHY 162, and PHY 263.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
305. Waves
Study of physical wave phenomena, especially optical and mechanical waves. Topics include
superposition, reflection, refraction, dispersion, interference, diffraction, polarization
phenomena, and the wave equation. Prerequisites: MAT 122,PHY 162, and 263. Alternate years.
312. Advanced Experimental Physics
An in-depth investigation of a physics experiment chosen by the student in consultation with the
instructor. Includes design, construction, collection of data, analysis, interpretation, and
presentation of the experiment. Prerequisite: EGR 270, either PHY 265 or PHY 303, and one
other 300-level Physics course or permission or instructor.
315. Astrophysics
The astrophysics of stars and stellar systems with an emphasis on the physical principles
underlying the observed phenomena. Topics include the techniques of astronomy, structure and
evolution of stars, binary stars, star clusters, and end states of stars such as white dwarfs,
neutron stars, and black holes. Prerequisite: PHY 265 or PHY 303. Alternate years.
321. Mechanics
Newtonian, Lagrangian, and Hamiltonian mechanics covering the motion of single particles,
rigid bodies, systems of particles, fluid mechanics, and complex analysis. Prerequisites: MAT
221,PHY 162, and PHY 263. Alternate years.
322. Electricity and Magnetism
Electric and magnetic fields and their sources, magnetic and dielectric materials, and Maxwell's
equations. Prerequisites: MAT 122,PHY 162, and PHY 263. Alternate years.
334. Introduction to Quantum Mechanics
Development of the Schrödinger wave equation and its solution for the harmonic oscillator and
Coulomb potentials. Orbital and spin angular momenta, and applications to simple atomic and
molecular systems. Prerequisites: MAT 221, PHY 265, and either PHY 305 or 321. Alternate
years.
355-359. Advanced Topics in Physics
Study of a selected topic in advanced physics, such as general relativity, thermodynamics,
advanced mechanics, chaos, particle physics, or condensed matter. See Topics Courses.
501. Advanced Laboratory (1/4)
Experiments of an advanced character, permitting the student to work relatively independently.
Must be taken over four consecutive terms. Prerequisite: permission of instructor. (CR)
Cornell College 2016-17 Academic Catalogue 175
511. Extended Research in Physics (1/4)
Reading in depth on a topic of current interest and the pursuit of an experimental or theoretical
problem related to the topic. Must be taken over four consecutive terms. Prerequisite:
permission of instructor. (CR)
963. Oak Ridge Science Semester: see Cornell-Approved Domestic Off-Campus Programs.
Politics (POL)
Craig Allin, Hans Hassell, Robert Sutherland, Aparna Thomas (chair), David Yamanishi
Major: A minimum of 11 courses distributed as follows:
1. One course in statistics: STA 201 (Statistical Methods I) or STA 348 (Mathematical Statistics
II);
2. At least 10 courses in Politics, including:
a. At least one course in Political Thought;
b. At least three courses in International Relations and Comparative Government;
c. At least three courses in American Politics and Public Policy;
d. At least six courses at the 300 or 400 level (including no more than two POL 380 courses
and including the capstone);
e. As the capstone for the major, POL 483 or, for qualified students, course credit for an
independent project directed toward pursuit of departmental honors.
3. The Department strongly encourages students to participate in an internship or comparable
off-campus program while at Cornell.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
social studies should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Note: Majors who intend to pursue graduate study in political science or public policy should
take STA 201 (Statistical Methods I) and POL 382. Majors who have a special interest in
legislative and electoral politics should take POL 262, 280/380, 325, 363, and 364. Politics
courses of particular value to pre-law students include POL 222, 250, 262, 325, 361, 364, 365,
and 366. Law schools will accept majors in any academic discipline.
Minors: Three minors are available corresponding to the three subfields in the Department. No
course may be counted toward more than one minor under the supervision of the Department of
Politics.
Political Thought: A minimum of five course credits in Political Thought or constitutional
law (POL 361, 365, 366), at least three of which must be 300-level Politics Department courses.
As many as two Philosophy Department courses in political philosophy (PHI 307, 353, 354) may
be counted toward the minor in Political Thought.
International Relations and Comparative Government: A minimum of five course
credits in International Relations and Comparative Government, at least three of which must be
at the 300 level. An appropriate internship may be substituted for one of the five courses. Not
available to students with an International Relations major.
American Politics and Public Policy: A minimum of five course credits in American
Politics and Public Policy, at least three of which must be at the 300 level. An appropriate
internship may be substituted for one of the five courses.
Cornell College 2016-17 Academic Catalogue 176
General
111. Introduction to Politics
Although you may not realize it, every one of us is involved in politics on a daily basis. We each
have experienced parents and children haggling over the rules governing curfew or use of the
car, employees and bosses negotiating behaviors at work, and organized crime families
disputing turf wars (ok, maybe not that last one). Yet, in one way or another, politics is a part of
our lives regardless of whether we are interested in Congress, political parties, or international
negotiations. Politics is the process by which individuals and groups reach agreements on a
course of joint action--even if they disagree on the intended goals of that action. This class
discusses the problems that groups need to overcome to reach agreements on a joint course of
action, and looks at the political institutions and other political processes and incentives that
enable groups to overcome those barriers here in the United States and internationally. (Social
Science)
216. Education Policy and Practice
This course will explore education policies and their relationship to sociological patterns of
school resegregation, the rise of credentialism, the end of educational expansion, and inequality
of educational opportunity. Students in the course will be introduced to the history of
policymaking in education beginning with the education reform policies of Horace Mann.
Students will also examine demographic data on educational attainment, analyze the policies
that alleviate or reinforce educational inequality, and describe what assumptions lie behind
current reform ideas. We will evaluate the dynamics of current debates by referencing the long-
standing tensions among the different purposes of schooling we have in our nation. Same course
as EDU 216 (Social Science)
251-255. Topics in Politics
Study of a selected topic in politics. See Topics Courses. (Social Science)
256. Nature, Functions, and Limits of the Law
How the law mediates between individual interests as well as attempts at furthering the
common good, often at the expense of individual interests. Addresses how the law resolves
disputes, how it maximizes welfare and wealth, how it is structured, who decides what we mean
by law and how it functions, who decides what the societal interest is and whether it trumps
what an individual wishes to do. (Social Science)
280/380. Political Affairs Internship
Field experience in applied politics. Prerequisites: acceptance by a sponsoring agency or
individual and approval of a formal prospectus by the faculty sponsor. See Additional Academic
Programs, All-College Independent Study Courses 280/380. (CR)
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
299/399. Summer Internship in Political Science
Field experience in applied politics. Prerequisites: junior or senior standing, acceptance by a
sponsoring agency or individual, and approval of a formal prospectus by the faculty sponsor.
May be repeated once for credit. See Courses 299/399. (CR)
Cornell College 2016-17 Academic Catalogue 177
351-354. Advanced Topics in Politics
Study of a selected topic in politics. See Topics Courses. (Social Science)
483. Research Seminar
Each student will choose a topic within politics to explore through group discussion and peer
review, presentations, and a paper that critically reviews existing research to advance an
argument. Prerequisites: Politics major with junior standing and three 300-level Politics classes
other than internships. No S/U option. (Social Science)
511. Readings in Politics and Public Policy (1/4)
Weekly reading and discussion on a topic of interest in Politics and Public Policy around a
general theme. Three meetings per term for four terms, with one or two hours of outside
reading in preparation for each discussion. May be repeated for credit to a maximum in both
Pol 511 and POL 512 of two course credits. (CR)
512. Extended Research in Politics and Public Policy (1/4)
The pursuit of an empirical problem through experimental or other research, including research
design, implementation, and write-up and dissemination of results. May be repeated for credit
to a maximum in both POL 511, and POL 512 of two course credits. (CR)
Political Thought
122. Foundations of the First Amendment
Political thought from political practice to political philosophy. Recent U.S. Supreme Court
rulings on the freedom of expression, the Constitutional background for the Court's ruling, and
the arguments for freedom of expression. Readings include Mill's On Liberty, Supreme Course
cases, works on current legal controversies, and John Milton. (Social Science)
125. Ethics and Public Policy
Contemporary studies in the standards that apply to political leaders and how they are
explained, interpreted, and enforced. When taught off campus, registration entails additional
expense. (Social Science)
315-319. Seminar in Political Thought
Examination of a particular topic or issue in political thought. Content varies from year to year.
Prerequisite: POL 122 or 125. Offered subject to availability of faculty. (Social Science)
325. Anglo-American Constitutional Thought
Richard Hooker, Thomas Hobbes, John Locke, Benjamin Franklin, and other Americans
considered as guides to the much admired and imitated American experiment in writing a
constitution. Prerequisite: POL 122 or 125. (Social Science)
327. Revolutionary Political Thought
Modern writings for and against revolution, including Marx's Manifesto, Burke's Reflections,
and Hardt/Negri's Multitude. Alternate years. Prerequisite: POL 122 or 125 or permission of the
instructor. (Social Science)
International Relations and Comparative Government
142. International Politics
How and why states compete and cooperate internationally. Addresses concepts such as the
Cornell College 2016-17 Academic Catalogue 178
balance of power between states, collective security through treaties and international
organizations, nuclear deterrence, and the growing influence of non-Western states. Typically
includes historical and current case studies. (Social Science)
143. Comparative Politics
Various types of political systems, including liberal democracies, current and former communist
systems, and mixed systems of the developing world. (Social Science)
330. Women and Politics: A Cross-National Perspective
This course examines a variety of issues and debates within the field of Political Science that are
particularly relevant to the study of women and politics. The course will examine women's
participation in formal politics in a comparative perspective, by focusing on women's roles as
voters, candidates, and officeholders. Course materials include case studies from various
countries. To be taught in India, alternate years. This course also counts towards the GSS major.
Prerequisite: POL 143. Alternate years. (Social Science)
331. Gender and Development
This course will critically investigate the complex ways in which gender relationships shape
history, ideology, economy, and polity in developing countries. The role and status of Asian
women will be examined to enable students to compare and contrast non-Western experiences
with Western experiences. The forces of modernity and the impact on colonialism will also be
discussed especially in relation to the economic and political conditions of the non-Western
world and development. Prerequisite: POL 143. Alternate years. This course also counts towards
the GSS major. (Social Science)
332. Human Rights
Practices and characteristics of governments and non-governmental actors that abuse and
protect human rights, history of the concept and treatment of rights, justifications for the
protection of rights, differences between categories of rights, prospects for the improved
protection of rights through international and domestic action. Prerequisite: junior standing.
Alternate years. (Social Science)
333. International Organizations
History, present characteristics, and future prospects of efforts to establish international order
through global and regional integration and governance, the development of international law,
the activity of internationally-oriented non-state actors and social movements, and resistance
thereto. Prerequisite: POL 142. Alternate years. (Social Science)
334. Strategies to Alleviate Poverty
The course explores the nature of poverty in the developing world. What causes it? What
behaviors does it induce? Emphasis is on discussing various institutional factors that lead to
poverty. The course will explore strategies and programs designed to alleviate poverty at the
international, national and local levels, and analyze the role of the World Bank, national
governments and non-governmental organizations in eliminating poverty. Can poverty be
eradicated and if so, can the solution be found in capitalism itself? If not, is there a viable
alternative? Prerequisite: POL 142 or 143. Alternate years. (Social Science)
335-339. Seminar in International Relations and Comparative Government
Examination of a particular topic or issue in international relations or in comparative
Cornell College 2016-17 Academic Catalogue 179
government. Content varies from year to year. Prerequisite: POL 142 or 143. Offered subject to
availability of faculty. (Social Science)
341. Latin American Politics
History, present characteristics, and future prospects of political systems in Central America,
South America, and the Caribbean. Addresses decolonization, authoritarianism,
democratization, human rights, the political effects of social institutions and economic crises,
and foreign relations with the US and other powers. Prerequisite: POL 143, LAS 141, or HIS 141.
Alternate years. (Social Science)
346. Political Economy of Developing Countries
Political-economic systems of selected developing countries of Africa, Asia, and Latin America.
Discussions of independence movements, post-independence experiences of civilian rule, civil-
military relations, and the evolving relationships between politics and economics in these
countries. Prerequisite: POL 143. Alternate years. (Social Science)
348. U.S. Foreign Policy
Process by which U.S. foreign policy is made and implemented, focusing on contemporary cases.
Emphasis on how the political process and distribution of authority affect policy. Prerequisite:
POL 142. (Social Science)
349. International Political Economy
This class uses methods and theorems central to international economics in the areas of trade
and money (such as comparative advantage, factor and sector models, partial and general
equilibrium, the Heckscher-Ohlin model, imperfect competition, import-substitution vs. export-
orientation, strategic trade theory, balance of payments, aggregate demand, the Stolper-
Samuelson theorem, and other concepts, methods, and theorems) to sustain an economically
informed discussion of the political constraints upon and political implications of international
exchange of goods and currencies. I have often noted that the class covers a large part of the
same economic material as ECB 223 (International Economics), though we constantly direct our
attention to the questions of what political constraints preclude or modify the outcomes
economists expect and how economic developments favor and constrain the desires of domestic
political actors. The class also has a substantial focus upon the political constraints upon
economic development, that highlights the very important interactions between these economic
and political science concepts in a particular policy area that is often of interest to students.
Thus, the focus of the class is upon questions that are of interest to both economists and political
scientists, and my hope is that our attention to the interaction between economics and politics
each viewed through the disciplinary lenses best adapted to understanding them will help my
students understand the value of using multiple disciplinary approaches to approach problems.
Prerequisites: POL 142 and ECB 101. Alternate years. (Social Science)
American Politics and Public Policy
172. American Politics
Survey of process and institutions of politics in the United States. Addresses topics in political
behavior such as individual political attitudes, political participation in the U.S. context as well
as discussing American political institutions such as the presidency, Congress, the judicial
system, the bureaucracy, political parties, and interested groups. (Social Science)
Cornell College 2016-17 Academic Catalogue 180
182. Public Policy
Introduction to the policy-making process, to the basics of public policy analysis, and to the
substance of selected policy debates. (Social Science)
250. Principles of Advocacy
An overview of the United States legal system with an emphasis on the adversarial approach to
resolution of conflicts and controversies in federal, state, and local tribunals as well as in
alternate forums and venues. Students will gain a general understanding of the roles of the
various participants with primary focus on the role of the lawyer as advocate. The course will
incorporate aspirational and ethical considerations, practical issues faced by trial attorneys, and
the potential for fulfillment and disillusionment fighting the battles of others. (Social Science)
355-359. Seminar in American Politics/Political Activism
Examination of a particular topic or issue in American politics. Content varies from year to year.
Prerequisite: POL 262. Offered subject to availability of faculty. (Social Science)
361. Race, Sex, and the Constitution
Exploration of Constitutional principles including equal protection of the laws, privacy, and
freedom of speech as they apply to issues of race, gender, and ethnicity: race and sex
discrimination, equal opportunity, affirmative action, abortion, pornography, privacy rights,
hate speech, political correctness, etc. Prerequisites: POL 172 and junior standing. Alternate
years. This course also counts towards the GSS major. (Social Science)
363. Campaigns and Elections
Examination of the electoral process in the U.S. This course also addresses in depth the factors
that contribute to voting behaviors of citizens examined from the point of view of both citizens
and campaights and how these aspects contribute to electoral success or failure. Prerequisite:
POL 172. Alternate years. (Social Science)
364. Congress and the Presidency
In-depth study of the central institutions of the American political system and the evolving
relationship between them. Prerequisite: POL 172. Alternate years. (Social Science)
365. Constitutional Law: The American System
Structure and function of the American judicial system and its role in constitutional
interpretation. The court's role in three great conflicts that have shaped the American
experience: (1) nation vs. statesthe struggle for sovereignty, (2) Congress vs. Presidentthe
struggle for supremacy over national policy, and (3) government vs. businessthe struggle over
government regulation of the economy. Prerequisites: POL 172 and junior standing. Alternate
years. (Social Science)
366. Constitutional Law: Rights and Liberties
Rights of individuals in America. The court's role in three broad areas: (1) criminal prosecution,
(2) free expression, and (3) race and sex discrimination. Prerequisites: POL 172 and junior
standing. Alternate years. (Social Science)
367. Urban Politics and Policy
Government in urban America. Issues of public policy, and their consequences for city dwellers
and the nation. Feasibility and desirability of various solutions. Prerequisite: POL 172 or 182.
Alternate years. (Social Science)
Cornell College 2016-17 Academic Catalogue 181
368. Environmental Politics and Policy
Analysis of the policy process concerning energy and environmental issues, emphasizing the
interrelated roles of Congress, federal and state agencies, the President, interest groups, etc.,
and including an evaluation of alternative policies. Prerequisite: POL 172 or 182. Alternate
years. (Social Science)
371. Wilderness Politics and Policy
An exploration of governmental policies designed to preserve and manage wilderness areas in
the United States. Taught at the Wilderness Field Station and in the Boundary Waters Canoe
Area. Registration entails additional costs. Prerequisites: POL 172 or 182 and permission of the
instructor. Alternate years. (Social Science)
372. Current Cases before the Supreme Court
Examination of selected cases to be heard by the Supreme Court through lecture, discussion,
and oral argument. Case analysis by Judge Hansen and Professor Sutherland in the first half of
the course; oral argument by students in the last half. Prerequisite: POL 172. (Social Science)
381. Education Policy in America: Dollars, Sticks, or Carrots?
This course will focus on analyzing contemporary education policy in the United States. We will
explore the motivations, goals, and outcomes of major educational policies. Have they achieved
what they intended to accomplish? Why or why not? We will also consider issues concerning the
role of education in society, the presence and impact of inequality in education, and the role of
the federal government in guiding education policy. Throughout the course we will return to an
underlying question that permeates many of today’s education policy debates: What is the
proper use of incentives, resources, and/or sanctions in maximizing student achievement,
teacher quality, and social benefits from education? Prerequisite: POL 172 or 182. (Social
Science)
561. Mock Trial (1/4)
Participating in simulated trials in competition with teams from other institutions, learning
legal practices, procedures and ethics and developing critical thinking and public speaking skills.
(CR)
981. Washington Center: see Cornell-Approved Domestic Off-Campus Programs.
982. Capital Experience: see Cornell-Approved Domestic Off-Campus Programs.
Psychology (PSY)
Suzette Astley, William Dragon (chair), Carolyn Enns, Alice Ganzel, Melinda Green, Steven
Neese
Major: The requirements stated here apply to students who declare a Psychology Major or
Minor as a sophomore during the 2015-2016 academic year and all who declare in subsequent
academic years. Those who declared earlier and those who transfer to Cornell in the 2015-2016
academic year with junior status or above are held to the requirements of the 2014-2015 catalog.
Numbers have changed for some courses in this catalog, however Majors who are completing
the 2014-2015 Catalog requirements will receive credit for equivalent courses that have been
renumbered. In these cases, the course title and content has remained the same, but the course
has been renumbered.
Cornell College 2016-17 Academic Catalogue 182
A minimum of 13 courses, and one of three concentrations listed below. In addition, a minimum
of two 300-level courses must be included within the concentration excluding PSY 380, 390,
392, 395, 483, 511 and 512. Research Methods I (PSY 292) should be completed by the end of
the sophomore year for all majors who are sophomores or younger beginning in August of 2015.
Research Methods II (PSY 392) should be completed by the end of the junior year for all majors
in the Specialist or Scientist concentrations who are sophomores or younger beginning in
August of 2015. Statistics (STA 201 or 347-348) must be taken before Research Methods II (PSY
392), and PSY 392 must be completed no later than the end of the junior year and before 483.
Note: Students must take a 200-level course before enrolling in any 300-level course.
Concentrations:
Psychology Specialist
This program of study provides a broad foundation in psychology and prepares students for
careers and graduate study in a wide variety of psychology subfields. It allows for
specialization through the careful selection of psychology elective courses and courses in the
wider context (see advisor for recommendations).
1. Four foundation courses PSY 161, PSY 292, PSY 392, and STA 201 or 347-348 for all
majors;
2. One course in personality/social psychology selected from PSY 274, 276, 279, 282
(formerly381), or 382;
3. One course in experimental psychology selected from PSY 361 (formerly272),362
(formerly 273), or 370;
4. One course in developmental psychology selected from PSY 245, 277, 278, or 386;
5. One course in biological processes selected from PSY 363 (formerly 281), 344, 378, 383,
or relevant topics courses in psychology;
6. Two elective courses in psychology;
7. Capstone course: PSY 483; and
8. Two courses in the wider context selected from: ANT 101 (Cultural Anthropology); ECB
101 (Macroeconomics), 102 (Microeconomics); EDU 215 (Educational Psychology), 230
(Exceptional Learner), 240 (Education and Culture); EST 123 (Introduction to Ethnic
Studies); PHI 202 (Ethics); POL 111 (Politics), 172 (American Politics), 182 (Public
Policy); REL 222 (Religions of the World); SOC 101 (Sociological Thinking), 102 (Topics
in Sociological Thinking), 273 (Families and Family Policy), 348 (Race and Ethnic
Relations), 365 (Sexualities), 367 (Self and Identity); or GSS 171 (Gender, Power, and
Identity). Depending on the specific programs of students, other courses may be
considered on a case by case basis.
Psychological Scientist
This program of study is recommended for students who are considering graduate study in
biological, learning, cognitive, or other subfields of psychology in which biological and/or
quantitative factors are important, as well as for those interested in neuroscience or health-
related careers.
1. Four foundation courses PSY 161, PSY 292, PSY 392, and STA 201 or 347-348 for all
majors ;
Cornell College 2016-17 Academic Catalogue 183
2. One course in personality/social psychology selected from PSY 274, 276, 279, 282
(formerly 381), or 382;
3. One course in experimental psychology selected from PSY 361 (formerly 272), 362
(formerly 273), or 370;
4. One course in developmental psychology selected from PSY 245, 277, 278, or 386;
5. One course in biological processes selected from PSY 363 (formerly 281), 344, 378, 383,
or relevant topics courses in psychology;
6. One elective course in psychology;
7. STA 202 (Statistical Methods II);
8. Capstone course: PSY 483; and
9. Two courses in the wider scientific and quantitative context: BIO 141 (Foundations:
Cellular Biology), 142 (Foundations: Organismal Biology); CHE 121, 122 (Chemical
Principles I and II), 161 (Accelerated General Chemistry); or MAT 120 or 121 (Calculus of
a Single Variable). Depending on the specific programs of students, other courses may be
considered on a case by case basis.
Psychological Services
This program of study prepares students for entry-level work in psychological and human
services following the completion of their undergraduate degree, and provides a foundation
for those planning to pursue a master's degree program in an applied area of psychology or a
related field. Students who plan to pursue doctoral level graduate study in psychology or
related fields are strongly urged to complete the Psychology Specialist or the Psychological
Scientist concentration.
1. Three foundation courses : PSY 161, PSY 292, and STA 201 or 347-348;
2. One course on theoretical foundations for practice selected from PSY 279 or 282
(formerly 381);
3. One course in developmental psychology selected from PSY 245, 277, 278, or 386;
4. One course relevant to diversity selected from PSY 276, 374, EDU 240 (Education and
Culture), EST 123 (Introduction to Ethnic Studies), or GSS 171 (Gender, Power and
Identity);
5. One course in an area of practice or applied psychology selected from PSY 283 (formerly
377), 379, 382, 383, or relevant topics courses;
6. Two elective courses in psychology;
7. Capstone experience: PSY 395 or 483; and
8. Three courses in the wider context selected from: ANT 101 (Cultural Anthropology); ECB
101 (Macroeconomics), 102 (Microeconomics); EDU 215 (Educational Psychology), 230
(Exceptional Learner), 240 (Education and Culture); EST 123 (Introduction to Ethnic
Studies); PHI 202 (Ethics); POL 111, (Politics), 172 (American Politics), 182 (Public
Policy); REL 222 (Religions of the World); SOC 101 (Sociological Thinking), 102 (Topics
in Sociological Thinking), 273 (Families and Family Policy), 348 (Race and Ethnic
Relations), 365 (Sexualities), 367 (Self and Identity); or GSS 171 (Gender, Power and
Identity). Depending on the specific programs of students, other courses may be
considered on a case by case basis.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
social studies should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Cornell College 2016-17 Academic Catalogue 184
Minor: A minimum of six course credits in Psychology which include PSY 161, at least two 200-
level courses, and at least two 300-level courses (excluding PSY 392, 395, 483, 511, and 512).
Although students who are completing the minor may enroll in the following courses to expand
their exposure to psychology, these courses may not be included in the six course credits
required for the minor: PSY 280/380 and 290/390. A student must be a declared major in order
to enroll in PSY 392 or 483.
161. Fundamentals of Psychological Science
Scientific study of behavior. Topics may include learning, development, personality, perception,
physiological bases of behavior, the behavior of individuals in groups, and abnormal behavior.
(Social Science)
243. Psychological Insights into Environmental Problems (FYS)
Human behavior is at the root of almost all environmental problems: We drive gas guzzling cars
(contributing to both global warming and depletion of natural resources), produce tons of
refuse, deplete water resources (build golf courses in the desert). This course explores facets of
psychology that can help explain why we act as we do and how we might change behavior toward
greater sustainability. We review some basic psychological principles as they apply to the
environment: What are the thinking processes that lead some people to accept and others to
reject concepts like global warming? How do people develop their basic value systems, and how
do things like emotions and culture impact this? Even when people want to change their
behaviors, what are the barriers that make change difficult? Course includes an analysis and
application of these principles to a local issue. (First Year Seminar)
244. Human Aggression and Violence (W)
This course will examine recent efforts to integrate explanations of human aggression and
violence across several disciplines. Students will consider the interplay between social learning,
neural, endocrine, and evolutionary explanations of aggression by individuals in their social
environment. Topics are likely to include interpersonal and online aggression, workplace
violence, aggression within competitive situations, video/computer game violence, and war. In
addition to analyzing both primary and secondary sources, special attention will be given the
depiction of violence across several different forms of mass media. Because this is a writing
course, a significant amount of time will be spent on the writing process, with a focus on
revision. Not open to students who have previously completed a writing course. (Writing
Requirement)
245. Lifespan Development
Investigation of the major subfields of psychology from a developmental perspective: cognition,
emotion, motivation, personality/self, biological systems (brain/nervous system, endocrine),
social relationships (peers and family). Includes discussions of research methods particular to
lifespan research, genetic-environment interactions, prenatal development, and
dying/bereavement. (Social Science)
255-265. Topics in Psychology
Selected topics of current interest in psychology. See Topics Courses. (Social Science)
274. Social Psychology
An examination of the thoughts, feelings, and behaviors of individuals within their social
environment. Topics will include: conformity, propaganda, persuasion, social cognition, self-
justification, human aggression, prejudice, attraction, and loving relationships. Emphasis will be
Cornell College 2016-17 Academic Catalogue 185
placed on critically examining experimentally-derived theories and testing them within
naturalistic settings. This will involve data collection off-campus on a weekend. (Social Science)
276. Multicultural Psychology
An examination and critique of psychological knowledge from a multicultural perspective.
Topics include: the social construction of Western psychology; cultural variations in concepts of
personality, intelligence, human development, social behavior, gender, and abnormal behavior;
research methodology issues; culture and communication; and psychological perspectives on
oppression, prejudice, and racism. (Social Science)
277. Child Development
Physiological, cognitive, social, and cultural influences on development from conception
through middle childhood. Emphasis on building an integrated picture of child development
and an appreciation of how theory and data can be applied to the analysis of practical issues.
Fifteen to twenty hours of observation in daycares/preschools. Students must provide their own
transportation. Prerequisite: PSY 161. (Social Science)
278. Adolescence
Investigation of research on biological, cognitive, and cultural influences on adolescent
development. Includes the impact of family, peers, school, media, and work, as well as identity,
gender, and sexuality development. Also includes a discussion of problem behaviors (e.g., eating
disorders, juvenile delinquency, alcohol use/abuse) often associated with adolescence. Course
involves application of research findings to individual cases. Suggested Prerequisite: PSY 161.
(Social Science)
279. Personality Theories
Survey of major research and theoretical approaches to personality, including psychodynamic,
humanistic, learning, cognitive, and dispositional theories. Research evidence and theoretical
consistency/usefulness concerning each approach. Current issues and debates. (Social Science)
280. Internship: See Additional Academic Programs, All-College Independent Study Courses
280/380.
282. Abnormal Psychology
Etiology, dynamics, and treatment of mental disorders. Problems of diagnosis, prevention, and
therapy in relation to such disturbances as transient and long-term reactions to stress,
depression, anxiety disorders, addictions, schizophrenia, somatoform and dissociative
disorders, and other problems in living. Field trips to selected institutions. Prerequisite: PSY
161. (Social Science)
283. Abnormal Child/Adolescent Psychology
A survey of emotional and behavioral disorders in children and adolescents, including the
description of various behaviors, symptoms, syndromes, and disorders as well as research on
child and adolescent disorders. The course explores multiple developmental pathways of
children and adolescents as well as risks and protective factors that may influence the likelihood
of developing a disorder. The course also addresses why and under what conditions disorders
persist into adulthood. Prerequisites: PSY 161. (Social Science)
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
Cornell College 2016-17 Academic Catalogue 186
292. Research Methods I
Introduction to research design with a focus on research ethics, Type I error, Type II error,
sampling, measurement, reliability, validity, experimental design, introduction to quasi-
experimental design, correlational design, observational research, and survey research.
Introduction to descriptive statistics (measures of central tendency, measures of dispersion,
confidence intervals of a single population mean), and univariate inferential statistics
(independent samples t-test, dependent samples t-test, one-way ANOVA, one-way repeated
measures ANOVA, confidence intervals of a difference score, estimates of effect size, Pearson’s
coefficient of correlation, simple linear regression, chi squared). Execution of all aspects of the
research process including a literature search, hypothesis development, data collection, data
analysis, and manuscript writing in APA style. Prerequisite: PSY 161. Required for all
sophomore Psychology majors. No S/U option. (Social Science)
344. Social Neuroscience
This course is an examination of recent efforts to integrate psychological and biological
explanations of social behavior. Topics are likely to include aggression, loving, prejudice,
helping behavior, conformity, emotions, and attraction. The interplay between social learning,
neural, and endocrine systems in explanations of the behavior of individuals within their social
environment will be given special attentions. Prerequisite: PSY 274. (Social Science)
351-360. Advanced Topics in Psychology
Critical evaluation of an issue currently under serious discussion by psychologists or of a
contemporary problem to which a psychological perspective is relevant. See Topics Courses.
(Social Science)
361. Cognitive Neuroscience
A critical examination of memory and thought processes. Topics are likely to include: object
recognition, attention, concept formation, memory systems, visual imagery, problem solving,
judgment, language, and individual differences in cognition related to age, gender, and culture.
Laboratory sessions will give students first-hand experiences with the phenomena covered in
the class. Prerequisite: PSY 161 and any 200-level Psychology course. (Social Science)
362. Learning
Experimental and theoretical approaches to the understanding of classical and instrumental
conditioning. Among the topics to be covered are reflexive and unlearned behaviors, situational
factors in classical and operant conditioning, optimum circumstances for use of reinforcement
and punishment, effects of aversive stimuli, choice behavior, learned food preferences, behavior
modification, use of conditioning principles in psychotherapy, and observational learning.
Prerequisite: PSY 161 and any 200-level Psychology course. (Social Science)
363. Introduction to Behavioral Neuroscience
Neural and endocrine systems and their relationships with sensation, learning and memory,
eating and drinking, sleep, sex, emotion, consciousness, communication, and psychological
disorders. Prerequisite: PSY 161 and any 200-level Psychology course. Research Methods is
recommended.
370. Memory and Cognition
Research and theory about remembering and forgetting. Topics will include: models of memory
(including neural network approaches), brain processes in memory, the role of images in
Cornell College 2016-17 Academic Catalogue 187
memory, reconstructive processes in memory, memory and development, and how to improve
memory. Prerequisites: PSY 161 and any 200-level Psychology course. (Social Science)
374. Psychology of Women and Gender
Critical examination of theories, research, and historical perspectives relevant to women and
gender. Topics include socialization, stereotyping and bias, life choices and roles,
nature/nurture questions, physical and mental health, violence against women, and diversity
among women and men. This course also counts towards the GSS major. Prerequisites: PSY 161
and any 200-level Psychology course. (Social Science)
378. Abnormal Behavioral Neuroscience
This course will examine the relationship between aberrant biological processes and abnormal
behavior. Aberrant biological processes in schizophrenia, major depression, bipolar disorder,
eating disorders, personality disorders, autism spectrum disorders, substance disorders, and
attention-deficit hyperactivity disorder will be examined. The effect of treatment on aberrant
biological markers will be explored. Prerequisites: PSY 161, 292, and 363 (previously 281)
(Social Science)
379. Intimate Relationships
An examination of the theoretical and experimental psychological literature on loving and
romantic relationships. Topics discussed include: interpersonal attraction, relationship
development, sexuality, social power, communication, jealousy and envy, conflict and
dissolution, loneliness, social networks, and relationship counseling. There may be a field trip to
collect data for an empirical research project. Prerequisite: any 200-level Psychology course.
(Social Science)
380. Human Services Practicum (1/2-1)
Application of psychological principles in an applied off-campus setting. Prerequisites: a
declared major in Psychology, two course credits in Psychology relevant to the topic of the
practicum, and permission of instructor. The maximum credit that may be earned in a
Psychology practicum is three course credits. Students must provide their own transportation
and purchase professional liability insurance through the American Psychological Association.
See Additional Academic Programs, All-College Independent Study Courses 280/380. (CR)
382. Counseling and Psychotherapy
Major theories of therapy and counseling. Views of practitioners and theorists of various
orientations. Prerequisite: any 200-level Psychology course. Recommended prerequisite: PSY
279. (Social Science)
383. Health Psychology and Behavioral Medicine
Mind and body are inextricably linked, interacting in complex ways to contribute jointly to
illness, disease, health, and well-being. Thus, the study of the mind (i.e., Psychology) has been
integrated with the study of physical health (i.e., Medicine) to create the closely related fields of
Health Psychology and Behavioral Medicine. The purpose of this course is two-fold: 1) to
comprehend and integrate psychological and biomedical knowledge in order to better
understand health and illness, and 2) to examine social and behavioral aspects that contribute to
physical health and well-being. Prerequisites: PSY 161 and any 200-level Psychology course.
Research Methods is recommended. (Social Science)
Cornell College 2016-17 Academic Catalogue 188
386. Adult Development and Aging
Cognitive, social, and personality development from early through late adulthood. Themes of
continuity and change in examining issues of family, work, gender, biological changes, and
death and bereavement. Prerequisite: any 200-level Psychology course. Alternate years. (Social
Science)
392. Research Methods II
Advanced research design with a focus on factorial designs, mixed factorial designs, advanced
quasi-experimental, and qualitative research designs. Advanced univariate statistical analyses
(two-way ANOVA, two-way repeated measures ANOVA, two-way mixed factorial ANOVA,
multiple regression, mediation, moderation, and introductory factor analysis). Execution of all
aspects of the research process including a literature search, hypothesis development, data
collection, data analysis, and manuscript writing in APA style. Professional and ethical issues
will also be addressed. Prerequisites: PSY 161, PSY 292, STA 201 or STA 347-348. (Social
Science)
395. Human Services Practicum and Seminar
Supervised full-time internship in a human service context and a weekly seminar. Group
discussions of current issues in the field such as cultural and gender diversity, ethics,
professional practice challenges, and the role of research in practice. Students must provide
their own transportation and purchase professional liability insurance through the American
Psychological Association. Prerequisites: three Psychology courses, declared Psychology major,
junior standing, and permission of instructor. No S/U option. (CR)
483. Senior Seminar
Each participant chooses a topic within psychology to be explored through periodic
presentations and discussion. A paper critically reviewing research and theorizing on the topic
chosen. Group discussions of current issues in the field such as gender and cultural diversity in
psychology, the balance between research and clinical practice in professional development, and
animal welfare. Prerequisites: PSY 392. No S/U option.
485. Research in Psychology
Reading in depth on a topic in a selected area and the pursuit of an empirical problem related to
the topic. May be repeated for credit to a maximum in both PSY 485 and PSY 511 of three course
credits.
511. Extended Research in Psychology (1/4)
Reading in depth on a topic of current interest and the pursuit of an empirical problem related
to the topic. Must be taken over four consecutive terms. Maximum number of credits allowed:
same as for PSY 485. (CR)
512. Reading and Conversation in Psychology (1/4)
Weekly discussion of articles and topics of interest in psychology. Three meetings per term for
four terms, with one or two hours of outside reading in preparation for each discussion.
Prerequisite: one college-level course in Psychology. (CR)
Cornell College 2016-17 Academic Catalogue 189
Religion (REL)
Michelle Petersen, Steven Sacks (chair)
Major: A minimum of nine courses, to include the following:
1. REL 101 and 222;
2. A minimum of one Bible course, chosen from the following: REL 243, 244, 251, or 252;
3. Either PHI 203 (Logic and Critical Thinking) or 355 (Philosophy of Religion);
4. Capstone course: REL 388; and
5. A minimum of four additional Religion courses, chosen such that both of the following
criteria are met: (a) all four courses may not come from a single religious tradition, and (b)
at least three of the four must be at the 300 level. Up to two of the following courses, each
with substantial religion-related content, may be included in the nine courses required for
the major: ANT 210 (Religion, Magic, and Witchcraft), 308 (Ritual, Symbol, and Behavior);
ART 265 (Ritual Arts of the African Diaspora), 361 (Saints and She-Devils); CLA 216
(Classical Mythology); ENG 326 (Milton); PHI 301 (Asian Philosophy), 355 (Philosophy of
Religion); and SOC 370 (Religion, Spirituality, and Community).
Minor: A minimum of five courses in Religion, to include the following:
1. REL 222; and
2. A minimum of four additional Religion courses, chosen such that both of the following
criteria are met: (a) all four courses may not come from a single religious tradition, and (b)
at least three of the four must be at the 300 level.
101. Introduction to Religion
Our course will provide a comprehensive introduction to the study of religion in a college
setting. We will examine a variety of topics that inform our understanding of the meaning and
place of religion, including sacred place, space, action and time, the relationship of religion to
reason, and comparison of practices and beliefs across religious traditions. (Humanities)
125. Topics in Religion
Topics vary according to specialization or interest of instructor. See Topics Courses.
222. Religions of the World
Comparative survey of the major world religions, including Hinduism, Buddhism,
Confucianism, Taoism, Zoroastrianism, Judaism, Christianity, and Islam. Systematic attention
to historical interrelations among traditions as well as differences in worldview and the
significance of these differences for understanding human nature and culture. (Humanities)
243. Origins of Israel
Introduction to the historical development and character of Israelite religion through its
representation in Hebrew Scriptures and relationship to neighboring societies of the Ancient
Near East. Consideration given to the problem of textual interpretation, as well as to the
differences between the traditional and critical approaches to the Bible. Alternate years.
(Humanities)
244. Issues in Hebrew Bible
Focus on a particular issue or skill in the study of the Hebrew Bible. In the framework of a
critical engagement with the Biblical text, the course will focus on issues such as Biblical Hebrew
language, religions of the Ancient Near East or archaeology and Biblical history. Particular issue
will be specified in the current Course Schedule. Alternate years. (Humanities)
Cornell College 2016-17 Academic Catalogue 190
251. Jesus in the Gospels
Interpretation of Jesus in early Christian literature, focusing on the theological and historical
problems in the Gospels. Alternate years. (Humanities)
252. The Epistles of Paul
Life and writings of the apostle Paul, with special attention to the theological controversies that
surrounded his proclamation of the Christian faith. Alternate years. (Humanities)
265-270. Topics in Religion
Topics vary according to specialization or interest of instructor. See Topics Courses.
280/380. Internship in the Practice of Religion
Participation in the activities of a religious organization or institution. See Additional Academic
Programs, All-College Independent Study Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
324. The Hindu Vision
Hindu worldview as embodied and expressed in this tradition's major teachings, rituals, and
social practices. Primary focus on such classical texts as the Vedas, the Upanishads, the
Bhagavad-Gita, and the Ramayana. Some attention to developments within modern Hinduism,
with particular emphasis on the writings of Mohandas K. Gandhi. Alternate years. (Humanities)
325. The Buddhist Way
Primary teachings, formative figures, and major movements in the development of Buddhist
thought in India, Tibet, China, and Japan. Special attention to the Buddhist understanding of
reality, analysis of the human condition, and path to Nirvana or Enlightenment.. Alternate
years. (Humanities)
326. The Islamic Path
Muslim beliefs and practices, theology, law, and rituals in the context of the historical
development of Islam into a world religion, with attention to contemporary topics. Alternate
years. (Humanities)
327. Religions of China and Japan
This course focuses on the character and development of Chinese and Japanese religions.
Particular emphasis will be placed on the figures, movements and literature of China's and
Japan's "major" religions (Buddhism, Confucianism, Taoism and Shinto) within their regional,
social and cultural contexts. Some attention will also be given to NRM's (New Religious
Movements) and the reception of "western" philosophy and religion. Offered every third year.
(Humanities)
342. Judaism
Basic concepts, practices, and worldview of post-Biblical Judaism. Background readings in the
history of Jewish people, religion, and thought. Offered every third year. (Humanities)
343. Issues in Contemporary Judaism
Focus on a particular issue or skill in the study of post-Biblical Judaism. In the framework of a
critical engagement with the relationship between post-Biblical Judaism and the Hebrew Bible,
the course will focus on issues which impact the conception of Jews and Judaism during the
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rabbinic, medieval and modern eras. Issues which will be addressed will include: Judaism and
Islam, modern Jewish philosophy, Kabbalah, or the myth of the "original" Israel. Particular
issue will be specified in the current Course Schedule. Offered every third year. (Humanities)
353. Christian Foundations
Original development of some classic ideas of the Christian faith, with special emphasis on the
idea of God. Texts will include the writings of such formative figures as Justin Martyr, Irenaeus
of Lyons, and Augustine of Hippo, with attention to early Church councils and creedal
documents. Offered every third year. (Humanities)
354. The Protestant Revolution
Major figures and movements that contributed to the division of Western Christendom into
Protestant and Roman Catholic communities. Primary emphasis on the writings of Luther,
Calvin, and the leaders of the English Reformation, concluding with consideration of the
activities and writings of John and Charles Wesley, founders of Methodism. Offered every third
year. (Humanities)
356. Christianity in America
An examination of several of the central figures and movements in the history of American
Christianity, including the ideas and experiences of Protestant and Catholic Christians,
conservative and liberal Christians, black and white Christians, and male and female Christians.
Offered every third year. (Humanities)
359. Issues in Christianity Today
Focus upon a particular issue that is of concern in contemporary Christianity. Among the issues
that may be highlighted are: the question of faith, the problem of evil, modern concepts of God,
the reality of religious pluralism, and feminist theological critiques of traditional Christianity.
Particular issue will be specified in the current Course Schedule. Offered every third year. Not
repeatable, even when topic is different. (Humanities)
362. Holocaust and Response
Social and theological developments in the articulation of Judaism in Europe as shaped by the
watershed events of the Nazi Holocaust. Attention to the problem of evil and the claim that basic
changes in Jewish and Christian religious understandings are now inevitable. Offered every
third year. (Humanities)
363. Suffering and the Sacred
This course examines diverse biblical response paradigms concerning human suffering as found
throughout Jewish and Christian traditions. Paradigms we will explore include: Lament and
protest as prayer form; redemptive suffering and self-sacrifice; liberation from social/political
and psychological oppression; forgiveness; defiant joy as spiritual resistance; and
relinquishment or shedding of Ego-mind including amid the pain of spiritual growth known as
Dark Night of the Soul. These meaning making responses and coping strategies, as well as hope
amid affliction, are undercurrents throughout the course. Includes Liberation Theology (black,
womanist, and feminist), Holocaust Theology, and Contemplative/Mystical Theology. Offered
every third year. (Humanities)
366-370. Advanced Topics in Religion
Topics vary according to specialization or interest of instructor. See Topics Courses.
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377. Religion and Literature
Examination of religious themes in modern literature, including works by such authors as
James Hilton, C.S. Lewis, and Bernard Malamud. Offered every third year. (Humanities)
379. Religion and the Artistic Imagination
Exploration of relations between religion and the visual arts, applying theoretical or other
insights to concrete materials of European artistic tradition or a non-Western culture.
Individual or group-directed study based on ART 256 (Italian Renaissance Art), 257 (Medusa's
Gaze: Art in the Age of Galileo), or 266 (American Indian Art: Gender and the Marketplace).
Details of other readings, testing, etc. to be worked out with instructor. Available by student
request. Prerequisites: two Religion courses and permission of instructor. (Humanities)
382. Issues in Religious Method
Focus on a particular issue as it relates to methodology in the study of religion. In the framework
of a comparative approach and an engagement with the methods of the discipline, this course
will consider such issues as: religion and violence; Messiahs, Gurus and other saviors; and ritual
and belief. Particular issue will be specified in the current Course Schedule. Offered every third
year. (Humanities)
388. Seminar in Perspectives on Religion
Exploration of advanced issues in the study of religion, treating selected theoretical perspectives
as they apply to diverse religious traditions. Content will vary from course to course. Emphasis
on individual research. Prerequisites: three Religion courses and junior standing. Alternate
years. (Humanities)
511. Hebrew Reading Group (1/4)
Maintenance and development of Hebrew language skills through reading of the Hebrew Bible.
Texts selected in consultation with the students participating. Course meets once a week for a
semester. Prerequisite: permission of instructor. (CR)
Russian (RUS)
See Classical and Modern Languages
Russian Studies (RSS)
Advisor: Robert Givens or Lynne Ikach
This interdisciplinary major has been designed to prepare the student for graduate school,
government employment, or research in the field of Russian Studies. The curriculum
encompasses a program of courses in Russian language, history, literature, and related fields.
Students are encouraged to participate in at least one of the various programs that offer
language study in Russia.
Major: A minimum of seven course credits, at or above the 300 level, which include RUS 301
(Composition and Conversation), 302 (Contemporary Currents) or 303 (Language in Context),
RSS 485 (Senior Capstone), and five courses (at least two of which must be courses in Russian
history) selected from HIS 321 (Muscovite and Imperial Russia), 322 (Revolutionary and Soviet
Russia), 323 (Russia from 1941); PHI 307 (Marx and Marxism); POL 327 (Revolutionary
Political Thought); and courses in the Russian Program at or above the 300 level.
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The following courses are also recommended: ECB 223 (International Economics); HIS
315 (Diplomacy of War and Revolution); and POL 142 (International Politics). Note: A major in
Russian is also offered; however, students may not major in both Russian and Russian Studies.
Slavic Studies: For study in Russia, see RSS 384 and 955.
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
281. “The Other” in Russian Literature and Film (W)
Examination of works of literature and film that reveal historical and contemporary trends in
Russian culture, with an emphasis on Russia's relationship to its past and to other cultures.
Conducted in English. Alternate years. Same course as RUS 281. (Writing Requirement)
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
384. Russia Today
The current scene in Russia. Registration, when the course is taught in Russia, entails additional
costs. Offered subject to availability of faculty. Same course as RUS 384. (CR)
485. Senior Capstone
Reading, research, and writing in Russian and in English on a topic developed in consultation
with the program advisor. Prerequisites: senior standing and permission of instructor. Same
as RUS 485.
501. Theatre in Russian (1/4)
Group reading, discussion, and preparation of one or more Russian plays. Rehearsals and
performances in Russian. Prerequisites: knowledge of Russian and permission of instructor.
Same course as RUS 501. (CR)
511. Russian Reading and Conversation Group (1/4)
Maintenance of Russian language skills through reading and conversation. Same course as RUS
511. (CR)
Sociology/Anthropology
Tori Barnes-Brus (chair), Erin Davis, Mary Olson, Misha Quill
Sociology (SOC)
Major: A minimum of eleven course credits. Ten in Sociology, which include SOC 101 or SOC
102, 483, 484, 487; and a minimum of three 300-level courses; and one statistics course (STA
201 or 347-348). One course credit in individualized research (SOC 290/390 or 485) and one
course credit in internship (SOC 280/380) may count toward the major.
Students planning to attend graduate school are encouraged to include an individual research
project (SOC 290/390 or 485) in their major. Students planning careers in human services are
encouraged to include an internship (SOC 280/380) in their major.
Note: Students may not combine a major in Sociology with the joint major in Sociology and
Anthropology.
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Teaching Certification: Students who are interested in pursuing K-12 certification to teach
social studies should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Minor: A minimum of six course credits in Sociology which include SOC 101 or SOC 102, 483,
484, and a minimum of two 300-level courses. SOC 280/380, 290/390, and 485 may not be
counted toward the minor. Note: The Sociology minor is not available to students with a
Sociology and Anthropology major.
101. Sociological Thinking
Do you wonder why people do the things they do? Why society works as it does? Ever think the
world is “unfair”? Sociologists study people in the world, looking at patterns, at differences, at
inequalities. Thinking sociologically is like “entering a new and unfamiliar society--one in which
things are no longer what they seem.” It creates “culture shock without geographical
displacement.” This course requires us to look at society with a new perspective, to question our
taken-for-granted assumptions, to investigate people's actions, and to explore the organization
of society. It provides a basis for being engaged citizens, thinking about social alternatives, and
imagining possibilities for social justice. Credit may be given for either 101 or 102, but not for
both. Not open to seniors without permission of the instructor. (Social Science)
102. Topics in Sociological Thinking
The course is a version of Sociological Thinking (SOC 101) with a more specific topic focus. See
Topics Courses for current topics and descriptions. Credit may be given for either 101 or 102, but
not for both. Not open to seniors without permission of the instructor. (Social Science)
246. Gender Diversity
This course will focus on diverse gender identities, bodies, and social presentations. Social
practices and pressures of gender will be examined in order to gain insight into the larger
contemporary social meanings of gender. We will explore how individuals interpret and present
their gender identities, the constraints on such interpretations and presentations, and the larger
social implications of gender diversity and gender regulation on cultural ideals. Alternate years.
This course may count toward the SOC, SAN, or GSS major. Prerequisites: SOC 101,SOC 102 or
GSS 171. (Social Science)
248. American Indians: Culture, Activism, and Social Justice
American Indians: Culture, Activism, and Social Justice Distinctive aspects of Native American
tribes and analysis of the ways in which contemporary tribal cultures are influenced by their
unique relationship with the federal government. An analysis of treaty rights, the nature of tribal
self-determination, and the goals of current tribal activism. Topics covered include tribal efforts
to control reservation development, to protect sacred environments, and to preserve tribal
cultures. Prerequisite: Writing Requirement (W), ANT 101, SOC 101, SOC 102, EST 123 or
permission of instructor. This may count toward the EST major. Alternate years. (Social
Science)
249. Traditional Culture and Contemporary Issues in Japan
This off-campus course, taught in Japan, examines the interconnections between Japanese
cultural traditions and contemporary issues. Cultural ideologies, social practices, and public
policies related to gender, race/ethnicity, and human rights will be emphasized. Specific topics
may include: gender roles; work and family life; intimate relationships; interpersonal violence;
birthrate and aging concerns; youth culture and the current challenges faced by young adults;
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national identity; race/ethnicity, immigration and human rights; historical preservation and
urban development; and the juxtaposition of traditional and popular culture. Initial sessions will
provide an orientation to enduring historical and cultural foundations and values as well as
contemporary issues that inform everyday life in Japan. While in Japan, class members will
participate in a variety of activities and discussions; will complete field excursions to historical,
cultural, educational, and religious settings; and will read materials relevant to these themes.
Students will also explore contemporary culture by observing and interacting with Japanese
citizens and hearing from guest lecturers. The course typically includes travel to and within the
Kyoto-Osaka (Kansai), Kanazawa, Hiroshima, and Tokyo (Kanto) regions of Japan. Same course
as PSY 256. Prerequisites: SOC 101, 102, ANT 101, PSY 161, EST 123, GSS 171, or JPN 102.
(Social Science)
255. Media and the Public Mind
An examination of the underlying organization of the broadcast, print, and electronic media and
their role in shaping perceptions, ideologies, and behavior. May emphasize the news,
advertising, media representations, and the political economy of the media. Prerequisite: SOC
101 or 102. Alternate years. This course may count toward the SOC, SAN, or GSS major. (Social
Science)
256-260. Topics in Sociology
Selected topics of current interest in sociology. See Topics Courses.
273. Families and Family Policy
This course examines current public debates and social policies related to “The Family” from a
sociological perspective, with an emphasis on the complex and diverse family experiences and
patterns in the contemporary United States. The course we will explore family meanings,
functions, and structures , the ways that the larger social and cultural contexts impact family
life, and family-related policy initiatives. When in Chicago we will explore the range of services
provided by community organizations to empower youth, families, and communities.
Registration, when the course is taught off campus, entails additional costs. Prerequisite: SOC
101, SOC 102, ANT 208, or GSS 171. Alternate years. This course may count toward the SOC,
SAN, or GSS major. (Social Science)
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
314. Community Organizing, Public Policy, and Social Change
Communities play various roles in perpetuating and challenging contemporary social problems
such as racial segregation, poverty, health disparities, educational inequity, gender/sexuality
discrimination, and environmental injustices. Using Chicago as a case study, this course
examines contemporary debates and social policies affecting cities; investigates the interplay
between policy implementation and local efforts to make change; and explores the role of
governments, non-profits, and individuals in addressing inequality. Typically travels to Chicago
to meet with local organizations working on social change and policy reform related to urban
inequality. Registration, when the course is taught off campus, entails additional costs.
Prerequisite: SOC 101 or SOC 102. Alternate years. (Social Science)
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315. Wealth, Power, and Inequality
Emphasizes the importance of socio-economic class by exploring the meaning and measurement
of social class, how social classes are formed, and how they change. Explores issues of social
mobility, investigates the relationship between various forms of inequality (i.e., social class,
race-ethnicity, gender, sexuality) and contemplates the role of culture and social institutions,
(e.g., work, the health care system, schools, families, the political systems, etc.) in perpetuating,
legitimizing, and sometimes challenging social inequality. Prerequisite: SOC 101 or SOC 102.
Alternate years. (Social Science)
316. Culture, Meaning-Making, and Distinction in American Society
Theoretical and sociological investigation of the concept of "culture." Explores the connections
between culture, structure, and society as a whole; specifically addresses the ways that symbols,
language, and other forms of knowledge work to create meanings, constitute power, and form
the basis for understanding social life including relationships, politics, sexuality, and work.
Considers the creation and reception of culture; the relationship between culture and inequality;
issues of domination and resistance, and the connections between culture and social/historical
change. Prerequisite: SOC 101 or SOC 102 and one additional sociology course. Alternate years.
(Social Science)
317. Reproductive Practices, Reproductive Policies
This course emphasizes the social construction of female reproductive processes and how
culture and institutions shape our understandings and expectations of such processes.
Addresses a variety of reproductive practices, experiences and ideologies. Discusses ideas about
womanhood, motherhood, fatherhood, sexuality, eugenics, and reproductive freedom;
investigates historical role and effect of the state, medical institutions, and women themselves as
they struggle over, and shape such issues. The focus will be on the U.S., but we may also look at
cases from other countries in order to examine our assumptions about reproductive practices
and strategies. Prerequisite: SOC 101, SOC 102, or ANT 312. Alternate years. This course may
count toward the SOC, SAN, or GSS major. (Social Science)
343. Women: Oppressions and Resistances
Consideration of gender inequality as lived reality and locus of struggle. Topics include: cross-
cultural analysis of sexual/racial violence, including violence in war; women's resistances in civil
rights, indigenous, development and human rights struggles. Prerequisite: SOC 101, SOC 102,
ANT 101, ANT 271, EST 123, or GSS 171. Alternate years. This course may count toward the SOC,
SAN, GSS, or EST major. (Social Science)
348. Race and Ethnic Relations
Various theoretical perspectives on race and ethnic relations, focusing on the United States.
Topics include assimilation, ethnic conflict and U.S. immigration policy, the history of the civil
rights, treaty rights and migrant farm worker struggles, the social construction of race, and signs
of change in contemporary race and ethnic relations. Prerequisite: SOC 101, SOC 102, ANT 101,
or EST 123. This course may count toward the EST major. Alternate years. (Social Science)
350-360. Advanced Topics in Sociology
Selected topics of current interest in sociology. See Topics Courses. Prerequisite: SOC 101 or
102.
362. Criminal Justice
Analysis of the criminal justice system in the U.S., including consideration of the police, the
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courts, and correctional institutions. Focus on contemporary problems and reform
movements. Prerequisite: SOC 101 or SOC 102. Offered subject to availability of faculty. (Social
Science)
364. Deviance and Social Control
Investigates the ways in which deviance and social control operate in daily life. Considers
the “social construction of deviance, “ and the ways in which constructions of deviance can
lead to inequalities. Also investigates formal institutions of social control such as the
criminal justice system/prisons, the mental/medical health field, and the education system.
Prerequisite: SOC 101 or SOC 102. Alternate years. (Social Science)
365. Sexualities
Investigates sexuality as a social phenomenon, focusing on the "social construction of sexuality"
or the myriad ways that individuals and societies regulate and attach meaning to emotions,
desires, interactions, and relations. Examines the social organization of sexuality, social control
over sexual behavior, and the historical and cultural diversity of sexual attitudes, behaviors,
identities and signifiers. Prerequisite: ANT 101, SOC 101, SOC 102, or GSS 171. Alternate years.
This course may count toward the SOC, SAN, or GSS major. (Social Science)
366. Gender Differences and Inequalities
Our ideas about gender organize our social life in important ways that we often do not even
notice. These ideas, our gendered interactions, and the gendered dimensions of social
institutions are largely invisible to us, and we often take them for granted as the “normal” or
natural way life works. Sociology asks us to investigate and expose the aspects of social life we
take for granted. In this course, we explore how social interactions, ideologies, and institutions
reproduce gender difference and gender inequality, and at times, challenge contemporary
gender roles, norms, and stereotypes. Prerequisite: SOC 101, SOC 102, ANT 271, or GSS 171.
Alternate years. This course may count toward the SOC, SAN, or GSS major. (Social Science)
367. Self and Identity
Examines the construction, negotiation, and representation of the self and social identities.
Explores differing theoretical approaches to understanding identity, considers the tensions and
conflicts of identification, and investigates the relations between social identities, groups,
cultures, and institutions. Identities, cultures, and social movements developed around
sexuality, gender, race/ethnicity, disability and other social statuses are examined. Prerequisite:
SOC 101 or SOC 102 and one additional sociology course. Alternate years. This course may count
toward the SOC, SAN, or GSS major. (Social Science)
368. Sociology of the Body
This course examines social, cultural and political perspectives on the body, with a focus on
body modifications. We will consider material and symbolic aspects of the body; body
modifications as social practices; social regulation of bodies, the negotiation of the self within
various social conditions, contexts, and ideologies; and the relationship of bodies to gender,
class, race/ethnicity, and nationalism. Special emphasis given to the construction of ‘normal’
bodies (linked to medicine, technology, consumption, and other institutions) as well as the
construction of ‘deviant’ or ‘transgressive’ bodies. Prerequisite: SOC 101, SOC 102, ANT 312, or
GSS 171. Alternate years. This course may count toward the SOC, SAN, or GSS major. (Social
Science) DAVIS
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370. Religion, Spirituality, and Community
Examines the religious experience; the provision of meaning and belonging; religious
commitment and conversion; official versus nonofficial or people’s religion; religion and the
creation of social cohesion; religion and its relationship to social inequality; and religious
movements and social change. Topics include women's spirituality in Witchcraft and Spiritualist
communities, religious cohesion in Amish communities, the spiritual relationship between
humans and the sacred earth in indigenous communities; snake handling and redemption in
southern Pentecostal communities, the social and religious dimensions of extraterrestrial
contactee communities, and civil rights activism in faith based communities. Prerequisite: SOC
101, SOC 102, ANT 101, ANT 210, REL 101, REL 222, or Writing Requirement (W). This course
may count towards the SOC, SAN, or REL major. Alternate years. (Social Science)
376. The African American Civil Rights Movement through Film
Examination of the modern Civil Rights Movement through text and film. Consideration of the
development of the movement through social protest and legal action, goals of the movement
from integration to Black Power, and factors involved in emergence of the movement including
the development of a Western racial worldview and the emergence of anti-colonial movements
worldwide. Prerequisite: SOC 101, SOC 102, ANT 101, or EST 123. This course may count tward
the EST major. Alternate years. (Social Science)
483. Sociological Theory
Classical theories of social structure and social change, focused on the works of Marx,
Durkheim, and Weber. Prerequisites: SOC 101 or SOC 102, and one 300-level Sociology course.
No S/U option. (Social Science)
484. Research Design and Data Analysis
Focus on the logic and procedure of sociological research. Explores the epistemological and
methodological principles that form the basis of social research, including developing research
questions, forming measurable concepts, determining appropriate research strategies,
confronting ethical dilemmas, collecting and analyzing data, and revising theories in light of
empirical data. Exploration and evaluation of various research methodologies as well as the
development of an independent research project. Prerequisites: two courses in Sociology,
including SOC 101 or SOC 102. No S/U option. (Social Science)
485. Readings/Research in Sociology (1/2-1)
Student-designed individual research in selected areas. May be repeated for credit; however, no
more than one term of 485 may be counted toward the Sociology major or the Sociology and
Anthropology major. Prerequisites: two courses in Sociology, including SOC 101 or SOC 102.
(OP)
487. SOC/SAN Senior Seminar
Course explores current theoretical and methodological issues in the field of sociology, and in
the interdisciplinary field of sociology and anthropology through the production of student-
designed individual research. Through this capstone experience, students will develop advanced
research and writing skills through the completion of an independent research project. The
project requires the integration of theory and research/practice through a qualitative or
quantitative research report, policy white paper, grant application, internship analysis, and/or
some other form of advanced sociological and/or anthropological writing. Prerequisites: ANT
483 or SOC 483, and ANT 484 or SOC 484. No S/U option. (Social Science)
Cornell College 2016-17 Academic Catalogue 199
511. Extended Research in Sociology (1/4)
Students will pursue an empirical problem through a new qualitative, quantitative, or mixed
methods research project or substantially revise and expand an existing research project. Over
the course of four blocks, students will engage in research design and implementation. Course
will require 2-3 hours of work per week. Prerequisites: SOC 484 or ANT 484, and permission of
instructor. (CR)
Anthropology (ANT)
There is no departmental major as such. Individualized majors may be developed involving
Anthropology and other disciplines, especially Art, Biology, Ethnic Studies, Music, Psychology,
and Religion. See Declaration of Degree Candidacy, Majors, and Minors. See also the
interdisciplinary major in Sociology and Anthropology and the Teaching Majors in
Anthropology and in Sociology and Anthropology.
Note: Students may not combine an individualized major in Anthropology with the
interdisciplinary major in Sociology and Anthropology.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
social studies should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Minor: A minimum of six course credits in Anthropology which include ANT 101, 483, 484, one
area studies course (ANT 205, 206, or 222 when taught in the Bahamas), and two electives, at
least one of which must be at the 300 level. Note: the Anthropology minor is not available to
students with a Sociology and Anthropology major.
101. Cultural Anthropology
The course provides a cross-cultural, critical perspective on human behavior and society. The
diversity of human cultures from nomadic food foragers to industrialized city dwellers is
examined, and the implications of subsistence, social, economic, political, and religious systems
for the lives of men and women are explored through readings, videos and lively discussions.
Students are provided with tools to more objectively compare other cultures with their own.
Emphasis on non-Western cultures. Not open to seniors without permission of the instructor.
(Social Science)
105. Human Origins
Introduction to the study of human origins through an explicitly scientific anthropological
approach. The processes and products of human evolution are surveyed from the perspectives of
genetics, evolutionary theory, comparative anatomy, primatology, the fossil record, artifactual
evidence, and biocultural behaviors. Course purposes include learning the basic concepts and
terminology of physical anthropology to enable anthropological thinking about biocultural
change through time; becoming acquainted with the basic precepts of evolutionary theory
including Mendelian principles and modern genetics; exploring the relatedness of past and
present human species with living and extinct primates; gaining knowledge about the basic
sequence of human evolution including species names, key attributes, dates of existence, and
hypothesized connections; and considering ongoing issues relating to the interaction of biology
and culture in the contemporary world. Alternate years. (Social Science)
106. Language and Culture Linguistic Anthro
This class presents a broad survey of linguistic anthropology, focusing on language as a form of
Cornell College 2016-17 Academic Catalogue 200
human behavior. We explore the nature and function of human language learning the ways that
language reflects and informs social life. Core topics include differences between human and
animal communication, ways that language functions as a formal system, language patterns that
differ cross culturally, and social strategies that reflect power relationships. We address such
subjects as nonverbal communication, folklore, spoken art, dialects, language origin, language
acquisition and language change, including into the electronic age. This course provides you the
opportunity to connect theoretical perspectives with everyday communication and understand
the significance of language in your own personal and professional life. (Social Science)
110. Archaeology
Intensive introductory-level exploration of how archaeologists use a systematic scientific
approach to investigate the past. Specifics on selected past cultures will be presented although
this course is not intended to be a comprehensive overview of human prehistory. Students will
learn about (1) research methods for the collection of archaeological data; (2) techniques
developed for interpreting archaeological site formation, relative and chronometric dating, and
artifact analyses; (3) a brief history of archaeological inquiry; and (4) essential theoretical
underpinnings of major archaeological paradigms. Alternate years. (Social Science)
205. The Maya
An introduction to the intriguing cultures, philosophies, and achievements of the Maya. Ancient
Maya culture, Spanish colonialism, modern events and recent Maya response, as well as history,
culture, society, language, and beliefs are addressed. Materials written by Maya authors used
when possible. Alternate years. Prerequisite: one of the following: ANT 101, ANT 106, SOC 101,
SOC 102, HIS 141, LAS 141, or EST 123. (Social Science)
206. West Indian People and Culture
The course will familiarize the student with the anthropological concerns of a number of topics
concerning the people of the West Indies including maroonage, cultural retentions, family,
religion, folklore, and cultural pluralism. In Belize students will focus on the Garifuna and their
interactions with Creoles, Mayans and Hispanics. There will be several fieldtrips to places such
as an archaeological site, a drumming center, a doll maker and storyteller, schools and churches.
Several classes will be held at Belize's first women's co-operative. The class may also travel to
San Pedro to meet with another Cornell College class - EDU 262 "Comparative Education".
Taught in Belize. Entails additional costs. Prerequisites: ANT 101 and permission of Instructor.
Alternate years. (Social Science)
208. Cross-Cultural Love and Family
This course focuses on the wide variety of ways that people organize their families and their love
lives around the world. Students will study the conceptualization of family and kinship, cultural
definitions of relatedness, and enduring human bonds. We will focus on continuity and social
change across cultures and the ways in which the meaning of family has been transformed by
migration, multi-ethnic, interfaith and transnational relationships, same-sex relationships,
friendships, new reproductive and genetic technologies, polygamy, and the influence of the
internet. Prerequisite: ANT 101, SOC 101, SOC 273, GSS 171, or EST 123. Offered every third
year. (Social Science)
210. Religion, Magic, and Witchcraft
The course provides a cross-cultural perspective on religious beliefs, practices, and world views.
Students survey some of the theoretical approaches to the study of religion, and are provided
Cornell College 2016-17 Academic Catalogue 201
with tools to examine religions within their cultural contexts. Topics include spiritual healing,
rites of passage, sorcery, witchcraft, shamanism, and syncretic religions like Hatian Vodou.
Using ethnographic texts and films, students will explore some of the ways that religious and
spiritual practice shape peoples’ lives. . Prerequisite: ANT 101 or SOC 370. Alternate years.
(Social Science)
222. Applied Anthropology
This course will explore the relationship between anthropology and contemporary world
problems, especially as they impact small-scale developing countries. Focus will be on the
impact of tourism on local churches, economies and ways of life as well as the impacts of labor
migration, climate change and practices like overfishing that deplete local natural resources.
Students will observe the various kinds of tourism that have shaped contemporary Nassau, visit
plantation ruins, and attend cultural events as opportunities arise. Some classes will be
combined with the biology and geology classes traveling from Cornell to the Bahamas with
us. There may also be opportunities to learn from presentations given by individuals or groups
visiting the Center. Taught in the Bahamas, with time in Nassau, and at the Gerace Research
Center, on the island of San Salvador. Entails additional costs. Prerequisites: ANT 101 and
permission of Instructor. Alternate years. (Social Science)
249. Tradiational Culture and Contemporary Issues in Japan
This off-campus course, taught in Japan, examines the interconnections between Japanese
cultural traditions and contemporary issues. Cultural ideologies, social practices, and public
policies related to gender, race/ethnicity, and human rights will be emphasized. Specific topics
may include: gender roles; work and family life; intimate relationships; interpersonal violence;
birthrate and aging concerns; youth culture and the current challenges faced by young adults;
national identity; race/ethnicity, immigration and human rights; historical preservation and
urban development; and the juxtaposition of traditional and popular culture.
Initial sessions will provide an orientation to enduring historical and cultural foundations and
values as well as contemporary issues that inform everyday life in Japan. While in Japan, class
members will participate in a variety of activities and discussions; will complete field excursions
to historical, cultural, educational, and religious settings; and will read materials relevant to
these themes. Students will also explore contemporary culture by observing and interacting with
Japanese citizens and hearing from guest lecturers. The course typically includes travel to and
within the Kyoto-Osaka (Kansai), Kanazawa, Hiroshima, and Tokyo (Kanto) regions of Japan.
Prerequisites: SOC 101, PSY 161, EST 123, GSS 171, or JPS 102. DAVIS (Social Science)
256-260. Topics in Anthropology
Selected topics of current interests in anthropology. See Topics Courses.
271. Women, Men and Gender Roles in Cross-Cultural Perspective
Study of how gender roles are defined and reinforced in different societies, the social, economic
and political roles played by women and the options available to women within different cultural
contexts. Topics include the effects of war and/or military occupation on women, the trafficking
of women and children, socialization, aging, symbolism, religion, and culture contact.
Ethnographies, biography, videos, and discussions will be used. This course also counts towards
the GSS major. Prerequisite: ANT 101, SOC 348, SOC 366, or GSS 171. Offered every third year.
(Social Science)
Cornell College 2016-17 Academic Catalogue 202
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
308. Ritual, Symbol, and Behavior
Exploration of theories and topics in the cross-cultural study of symbolic thought and
action. Emphasis on food and culture, death and dying, rites of passage and symbolism
surrounding the Japanese bath. Topics include secular and religious ritual analysis, ritual space,
time and drama, mythology, tricksters, social organization, and communitas. Prerequisites:
ANT 101. Alternate years. (Social Science)
311. Introduction to Archaeological Field Methods
Field course involving direct student participation in archaeological data collection through
excavation of buried historic or prehistoric site deposits. Standard archaeological excavation
techniques, recording of excavation context through mapping and photography, regional culture
history sequences and artifact identification. Registration entails additional costs. Prerequisite:
ANT 101, 105, or 110. Alternate years. (Social Science)
312. Medical Anthropology
This course offers an introduction to the cross-cultural study of illness, health, disease and
medical systems. We will look at how culture, political systems and economics shape
experiences of and access to medicine. Using ethnographic case studies we will examine cultural
understandings of pain, suffering, healing, and death as well as the contemporary challenges of
AIDS and emerging infectious diseases. Prerequisite: ANT 101, SOC 317, or SOC 368. Alternate
years. (Social Science)
356-365. Advanced Topics in Anthropology
Selected topics and current issues in anthropological theory. See Topics Courses. Prerequisite:
ANT 101 or 110.
483. The History of Ethnological Theory
Critical and historical study of theories of culture. Historical and contemporary schools of
thought and major trends in ethnological theory, along with seminal theorists. Theoretical
approaches in relation to biography, historical era, and sociocultural milieu of theorists, and to
the function of anthropology in Western thought. Prerequisites: ANT 101 and one additional
ANT course. No S/U option. Alternate years. (Social Science)
484. Qualitative Research Methods and Fieldwork
Introduction to the theoretical and practical concerns of anthropological research methods,
including writing research proposals, the tradition of participant observation, interviewing
techniques, the qualitative approach to data analysis, the collecting and reporting of data, and
the use of ethnography in social science. Students learn how to conduct original ethnographic
research. Prerequisites: ANT 101 and junior standing and one additional anthropology or one
upper level sociology course. No S/U option. Alternate years. (Social Science)
485. Readings/Research in Anthropology (1/2-1)
Student-designed individual research in selected areas. May be repeated for credit; however, no
more than one term of 485 may be counted toward an individualized major in Anthropology or
Cornell College 2016-17 Academic Catalogue 203
the Sociology and Anthropology major. Prerequisites: ANT 101 and one other course in
Anthropology.
511. Extended Research in Anthropology (1/4)
Students will pursue an empirical problem through a new qualitative, quantitative, or mixed
methods research project or substantially revise and expand an existing research project. Over
the course of four blocks, students will engage in research design and implementation. Course
will require 2-3 hours of work per week. Prerequisites: SOC 484 or ANT 484, and permission of
instructor. (CR)
Sociology and Anthropology (SAN)
Major: An interdisciplinary major with a minimum of 11 course credits in Sociology and
Anthropology, which include SOC 101 or SOC 102; ANT 101; SOC 484 or ANT 484; SOC 483
or ANT 483; SOC 487 and six other courses, of which at least two are in each discipline, and of
which at least three are at or above the 300 level.
No more than two course credits in individualized research (one in Sociology and one in
Anthropology), and no more than three 100-level courses may be counted toward the total of 10
course credits.
Teaching Certification: Students who are interested in pursuing K-12 certification to teach
social studies should seek admission to the Teacher Education Program. See the Education
department section for application and certification information (pages 109-111).
Note: Students may not combine this joint major in Sociology and Anthropology with a
Sociology major, an individualized major in Anthropology, or a Sociology or Anthropology
minor.
Spanish (SPA)
See Classical and Modern Languages
Statistics (STA)
See Mathematics and Statistics
Theatre (THE)
Scott Olinger, Caroline Price, Alvon Reed, Janeve West
Major:
1. THE 115 or 216 or 310;
2. THE 107 or 108;
3. THE 201;
4. THE 311;
5. THE 346 and 347;
6. Two credits comprised of eight participation quarter-credit courses as follows: at least one
quarter-credit of THE 715; at least two quarter-credits of THE 750 (taken as early as
possible); at least one quarter-credit of THE 751, 752, 753, or 754; and the remaining four
quarter-credits earned at the election of the student from any of the following: THE 715, 750,
751, 752, 753, 754; and
7. Three other full-credit courses from the Theatre Department. At least one of these three
courses must be at or above the 300 level. One of the following courses may be substituted:
Cornell College 2016-17 Academic Catalogue 204
CLA 364 (Masterpieces of Greek and Roman Theatre), ENG 240 (Theatre, Architecture, and
the Arts in Great Britain), ENG 323 (Shakespeare I: Comedies and Romances), ENG 324
(Shakespeare II: Histories and Tragedies), ENG 327 (Shakespeare after Shakespeare:
Performance and Cultural Criticism).
Minor: THE 115 or 216 or 310; THE 107 or 108; THE 201; THE 346 or 347; one credit
comprised of at least two different participation quarter-credit courses chosen from the
following: THE 715, 750, 751, 752, 753, 754.
Capstone experience: "A Capstone Experience is designed to bring reflection, focus, and
celebration to one's study in theatre. To fulfill the capstone experience, theatre majors must
propose to and have approved by the department of theatre their capstone experience prior to
the end of the fall semester of their senior year. These experiences may take place sometime
between the end of their junior year and their graduation. Capstone experiences may take the
form of an advanced project, an independent study, a production assignment, an internship, a
course, a performance, or some other endeavor taking place on or off campus. Such an
experience need not be done for credit."
107. Stagecraft
Introduction to methods and materials of building theatrical scenery for production. Students
are required to help build scenery for upcoming Theatre Department productions through lab
work, utilizing methods learned in classroom component. Stage lighting instruction covers basic
electrical theory, functions and properties of light, and hanging and focusing of various
theatrical lighting fixtures. (Fine Arts)
108. Costume Construction
Introduction to costume construction technology, including sewing, pattern reading and
draping, through classroom and laboratory work. A brief survey of dress throughout history and
introductory costume design project are included. Students are required to help in the
construction of costumes for an upcoming Theatre Department production. (Fine Arts)
115. Basic Acting
Study and practice in the essentials of the art and craft of acting. Emphasis will be given to
observation, ensemble work, and character development, and all will be explored through scene
and monologue study, class activities and performances, and paper/presentation assignments.
(Fine Arts)
160. Fundamentals of Theatre Design
Exploration of the role and process of design as it relates to theatrical production. Students
complete practical exercises in scenic, costume, lighting, and sound design, and learn to
critically analyze and respond to design work with the elements of design vocabulary. (Fine Arts)
201. Play Analysis
Study and practice of play analysis with an emphasis on exploring the potential for live
performance embedded in a written text. Students will learn to employ a three-tiered approach
to analyzing plays: textual/structural, dramaturgical/contextual, and creative/intuitive. Offered
three out of every four years. (Fine Arts)
206. Sound Design
Explores the role of the theatrical sound designer and sound engineer in the design and
Cornell College 2016-17 Academic Catalogue 205
production process. Course includes understanding the principles and properties of sound,
especially as a design element in the theatre; digital and analog recording; and editing, mixing
and playback techniques. Projects focus on the challenges and difference in recording, playback,
and the use of sound in theatrical settings and configurations. Recommended prerequisite: at
least one Theatre production participation credit (THE 750, 751, 752, 753, or 754); THE 753 is
particularly recommended. (Fine Arts)
216. Voice and Movement
Development of vocal and physical vocabularies for the stage. The class will focus on giving
specificity and simplicity to the use of voice and body for theatrical expression. Through the use
of dramatic texts (both prose and poetry), the incorporation of various techniques, the
exploration of the theatrical space, and the study of basic anatomy and physiology, the course
seeks to enable the actor to communicate with a greater capacity the energy, life, and limitless
possibilities found in story-telling whether spoken through the voice or expressed through
movement and gesture. Prerequisite: THE 115. (Fine Arts)
260-265. Topics in Theatre Production or Modern/Jazz Dance
Various techniques and processes explored in relation to theatre production. Recent topics have
included period undergarment construction, rendering, and mask making. See Topics Courses.
(Fine Arts)
266. Drafting for the Theatre
Instruction in computer-aided drafting for theatre applications. Focuses on scenic and lighting
design. Course uses AutoCAD. Alternate years.
267. Stage Make-up
Design and application of theatrical make-up in a laboratory setting. Practical considerations for
performance, aiding character development through careful design, and application of stage
makeup some appliqué technique are covered. Alternate years. (Fine Arts)
268. Scene Painting
Instruction in the craft of painting for the stage in a laboratory setting. Focus on duplicating
texture and pattern for large format viewing, faux finish techniques, and study of light and
shadow. Alternate years. (Fine Arts)
269. Drawing and Rendering for the Theatre
Studio study of rendering techniques and drawing skills useful to theatrical artists. The course
combines instruction in traditional and hand methods with Adobe Photoshop and other digital
platforms. Prerequisite: THE 107 or 108. Alternate years. (Fine Arts)
270-279. Topics in Theatre History and Drama
Introductory studies in analysis, critical theory, and dramaturgical skills. See Topics Courses.
(Humanities)
280/380. Internship: See Additional Academic Programs, All-College Independent Study
Courses 280/380.
281. Dance Workshop
Improvisation, technique, choreography, and historical perspective for beginning dance
students. Offered subject to availability of faculty. May be repeated for credit. (Fine Arts)
Cornell College 2016-17 Academic Catalogue 206
290/390. Individual Project: See Additional Academic Programs, All-College Independent
Study Courses 290/390.
303. Scenic Design
Exploration of the role of the scenic designer in the design and production process. Emphasis on
creating an environment for the play based on analysis of the script and utilizing elements of
design - line, form, balance, composition, color, etc. Through project work, students explore the
uses, problems and practical considerations of proscenium, thrust, and arena configurations.
Building upon the principles learned in THE 107 and 266, students are expected to have an
understanding of basic construction techniques and drafting. Prerequisites: THE 107. Alternate
years (alternates with THE 304). (Fine Arts)
304. Lighting Design
Exploration of the role of the lighting designer in the design and production process. Emphasis
on employing a lighting inventory to develop mood, achieve focus, and provide visibility for
theatrical productions, based on analysis of the script and the visual approach to the play.
Project work focuses on the challenges and differences in designing lighting for the proscenium,
thrust, and arena stages. Building upon the principles learned in THE 107 and 266, students are
expected to have an understanding of basic lighting equipment and drafting. Prerequisites: THE
107. Alternate years (alternates with THE 303). (Fine Arts)
305. Costume Design
Exploration of the role of the costume designer in the design and production process. Building
upon skills learned in THE 108 and through script and character analysis, students begin to
develop the visual design of clothing for a play using line, color, silhouette, texture, etc. Project
work focuses on developing research and rendering skills, as well as budgeting and allocation of
costume technology assets. Prerequisites: THE 108 and sophomore standing. Alternate years
(alternates with THE 267). (Fine Arts)
310. Acting Studio
A studio course that explores certain topics in performance, methodology, scene study, and
acting approaches for the advanced theatre student. Such areas of study may include: solo
performance, approaches to characterization, acting methodologies, mask work, and the
creation of monologue, music, and story-telling repertoires. The course will cover one topic each
year and may be repeated providing that the topic is different. Prerequisite: THE 216. (Fine
Arts)
311. Directing I
Theory and practice of directing with emphasis on the realistic genre. Prerequisites: THE 115,
THE 201, declared major in Theatre, and one-quarter credit in a Theatre participation course
(THE 715, 751, 752, 753, 754); 715 is particularly recommended.
312. Directing II
Advanced directing with emphasis on rehearsal and production procedures. Prerequisite: THE
311. May be taught as a tutorial. Offered upon request.
316- 320. Topics in Theatre Performance
Special topics in acting and direction. See Topics Courses. (Fine Arts)
Cornell College 2016-17 Academic Catalogue 207
321. Playwriting I
Techniques of, and practice in, writing scenes or short plays. Prerequisites: THE 115 and
writing-designated course (W). May be repeated once for credit with different instructor. (Fine
Arts)
327. Advanced Topics in Theatre
See Topics Courses.
332. Advanced Acting: Stanislavski
A more advanced study of the work of the actor building on the techniques learned in Basic
Acting and Voice and Movement. This class will explore the teachings of Stanislavski while
focusing on scene work and scene study through the use of “heightened language” texts and
classic playwrights (Euripides, Sophocles, Shakespeare, and Ibsen). Students will be required to
present three (3) scenes (chosen by the instructor). All class work and exercises will focus on
closely examining the text, embracing the given circumstances, playing an action, building
ensemble, and responding to the partner through a detailed exploration of Stanislavski and An
Actor Prepares. Prerequisite: THE 216. Alternate years. (Fine Arts)
333. Advanced Acting: Meisner
This course will introduce students to the work of Sanford Meisner and his influence on and
method of training for the actor. The work will focus on the concept of the reality of doing
through the exercises of Repetitions, Point of View, Independent Activities, and Improvisations
which will then be applied to contemporary scene work. Designed as an opportunity to explore
more fully the act of listening and responding to a stimulus (both external and internal stimuli)
between actors, the work seeks to embrace the concept that acting is living truthfully under
given/imaginary circumstances. Prerequisite: THE 216. Alternate years. (Fine Arts)
346. Theatre and Society I
This course will examine the history and dramatic literature of theatre spanning the ancient
through the early modern era. Students will examine major dramatic forms and develop an
understanding of the underlying cultural, socio/political shifts and economic changes that
informed the theatrical movement. Questions regarding the use of theatre to support or subvert
cultural norms will serve as a thread throughout the course. Students will investigate the
development of performances spaces as well as the various performance techniques, audiences,
aesthetics and scenic methods of the era. Prerequisites: THE 201 and writing-designated course.
(Humanities)
347. Theatre and Society II
This course will examine the history and dramatic literature of theatre in the modern and
contemporary era. Students will examine major dramatic forms and develop an understanding
of the underlying cultural, socio/political shifts and economic changes that informed the
theatrical movement. Questions regarding the use of theatre to support or subvert cultural
norms will serve as a thread throughout the course. Students will investigate the development
of performances spaces as well as the various performance techniques, audiences, aesthetics and
scenic methods of the era. Prerequisites: THE 201 and writing-designated course. (Humanities)
348. Theatre and the Arts in New York City
The study of American art and culture, focusing particularly on theatrical performance, opera,
and dance. Typically includes backstage tours, museum and gallery visits, and workshops with
Cornell College 2016-17 Academic Catalogue 208
local actors, designers, and other theatre artists. Taught in New York City. Registration entails
additional costs. Prerequisite: writing-designated course (W). Alternate years. (Humanities)
350. Advanced Theatre Production
Prerequisites: permission of the Department and appropriate coursework and/or production
work to fulfill the project. Available only as a tutorial. May be repeated for credit with the
permission of the Department. Offered upon request.
370-375. Topics in Theatre History and Drama
Studies centering on a particular nationality, period, playwright, or genre. See Topics Courses.
Prerequisite: writing-designated course (W). (Humanities)
485. Advanced Study
Advanced studies in the areas of directing, acting, design, theatre history, speech, or
communications media. Prerequisite: permission of the Department. Offered upon request. May
be repeated for credit.
715. The Rehearsal Process (1/4)
Participation within a semester in one major role in a full-length play or the equivalent. (Fine
Arts) (CR)
750. General Production Practicum (1/4)
Practical exploration of the production process in the areas of scenery and prop construction,
costuming, lighting, and sound. Requires three hours per week over the course of terms one
through four or five through eight. Hours are scheduled with instructor. (Fine Arts) (CR)
751. Scenery and Props (1/4) (Fine Arts) (CR)
752. Costumes and Make-up (1/4) (Fine Arts) (CR)
753. Lighting and Sound (1/4) (Fine Arts) (CR)
754. Theatre Administration (1/4) (Fine Arts) (CR)
964. Chicago Arts Semester: see Cornell-Approved Domestic Off-Campus Programs.
Cornell College 2016-17 Academic Catalogue 209
Topics Courses
Cornell College has an all-college topics course sequence. These topics courses may be used by
any department or interdepartmental program wishing to offer courses on an irregular
basis. Courses offered under these numbers may be offered no more than twice. Further
offerings of the same course would require regularizing the course through the established
procedures for new course offerings. Departments or programs may choose not to use these
special topics courses.
1xx - Introductory Topics in __________
2xx - Topics in _________
3xx - Advanced Topics in __________
The following descriptions provide information for courses which are not fully detailed in the
departmental section of the Catalogue. These are courses with variable content which may
change from year to year, or they are courses which are experimental and may be offered only
once or twice before gaining approval to be listed along with other departmental or program
courses. B.A. distribution requirements satisfied by these courses are shown at the end of each
description.
ART
ART 274-7. Topic: Islamic Art and Architecture
Introduction to selected monuments of art and architecture of the Islamic world from
the seventh to the sixteenth century, drawing on buildings and works from Asia, the
Middle East and Europe. This course will provide a basic grounding in some of the issues
surrounding art and aesthetics in the Arab world, and give an idea of the diversity of its
visual culture, to give a sense of the plurality and richness of this field. Apart from
paintings, ceramics, and wooden objects, some of the monuments studied will include:
the Ka’ba in Mecca; the Dome of the Rock, Jerusalem; the Topkapi Palace in Istanbul,
Turkey; the Alhambra in Granada, Spain; and the Taj Mahal, in Agra, India. No S/U
option. [AH]. (Humanities) HOOBLER
ART 277-8. Topic: Modern Mexican Art
This seminar will explore, through the selection of a limited number of works of art, the
rich artistic traditions of some of the major movements, styles, and artists of Mexico
from 1920-1968. Many of these artists were attempting to define, and even to shape, a
Mexican national identity with the works they made during this period. We will explore
in depth the concept of Mexicanidad and how conceptions of it have shifted over time.
Defining national identity often means to define oneself in opposition to another or
others. For Mexico in the early 20th century, that other was often the United States. Yet
although few remember the period today, during these decades there was a steady
stream of American artists studying, working, and living in Mexico. So we will consider
the idea of Mexican vs. foreign artists, what each contributed and took away from an
exchange of the two. By the end of this class, students will be able to recognize some of
the major works of art (artist, title, and approximate date) from this time period, and be
able to make informed statements even about works of art they have not seen before
from this same context. No S/U option. [AH] (Humanities) HOOBLER
Cornell College 2016-17 Academic Catalogue 210
BIOLOGY
BIO 108-2. Topics in Biology (W)
This course will focus on the many aspects of a particular disease, breast cancer. We will
discuss not only the biological basis of the disease, but also the public health, public
policy and political aspects of breast cancer. Topics will include: the basic biology of
cancer, the impact of politics, advertising and metaphors (e.g. the War on Cancer, Cancer
Survivors, Battling Cancer) on breast cancer, access to healthcare and health insurance,
and controversies involving current breast cancer screening programs. Substantial time
will be given to the writing process including reading and analyzing primary and
secondary sources, and drafting and revising formal papers. (Writing Requirement)
CHRISTIE-POPE
BIO 108-4. Topic: Wildlife and People
This course is designed for students (non-organismal biology majors) interested in
learning about the interactions of wildlife and people in today’s society. In this course,
students will be introduced to ecological principles on the population, community and
ecosystem levels. We also will explore wildlife management issues, assess human
impacts on wildlife, and investigate ways that wildlife and people live together. (Science)
MILDENSTEIN
BIO 109-1. Topics: Diversity - Evolutionary Perspective
What is diversity and why should you care? This course is designed to encourage
students to read, discuss, and think about diversityfrom a biological perspective. We
will examine the diversity of life and life histories. Students will learn about diverse
patterns of reproduction (sexual and asexual), gender, and interactions among
predators, prey, and parasites within biological communities -- including human
populations. We will compare patterns from an evolutionary perspective and discuss
implications. (FYS) CONDON
BIO 381-1. Advanced Topic: Population Ecology
Wildlife conservation requires an understanding of biological and ecological processes
influencing wildlife population dynamics, the human processes that directly and
indirectly influence ecological processes, and the mechanisms by which we can achieve
conservation through manipulation of both ecological and human processes. This course
will introduce the population biological and ecological topics relevant to contemporary
wildlife conservation while providing a historical context for the development of current
approaches to wildlife management and conservation. This course is designed to provide
students with a broad overview of specific topics relevant to wildlife conservation and
opportunities to be involved in conservation in practice. Prerequisites: BIO 142. (Will
involve some upper-level math, so experience with Calculus and/or Statistics is
preferred). (Science) MILDENSTEIN
CHEMISTRY
CHE 108-1. Topic: College Success: Drugs, Neurons, and Your Brain (FYS)
This course combines basic knowledge of Chemistry, Psychology, and Neuroscience,
learning and development theories, campus resources, and self-reflection to explore
what it takes to succeed in college. Students will examine the role neurotransmitters and
Cornell College 2016-17 Academic Catalogue 211
other chemicals play in brain function and how they impact learning and development.
Students will practice skills and habits associated with successful college students. This
course will also explore the importance of a scientific foundation in preparing for lifelong
learning and civic engagement. Students will develop goals for their college and post-
college careers and explore chemical and psychological aspects of their behavior and
personal identities. Students will then develop an individual plan for studying, making
effective use of class time, utilizing faculty office hours, and maximizing their
relationship with their academic advisor. Additionally, students will explore campus
resources and opportunities enabling them to achieve their goals. Intended for non-
science majors; no previous chemistry course required. (FYS) SHANATA
CLASSICAL AND MODERN LANGUAGES
GERMAN
GER 115-6. Topic: Magic, Myths, and Legends (in English)
The popularity of magic has ebbed and flowed over time, but its persistent cultural
valence in almost all cultures and contexts suggests that magic and magiciansalongside
ever-evolving myths and legendsare irresistible tools in our effort to make sense of our
lives and times. Indeed, even as the scientific revolution, the Enlightenment, and
modernization each proclaimed at one point the death of magic, myths, and legends
(think of Max Weber's famous theory of the "de-magification of the world"), these
fantastical stories, images, and cultural products (e.g. Magic: The Gathering) have
endured as treasured visions of the world around us. This course will examine magic,
myths, and legends from Germany, whose famously enchanted forests and castles speak
to a culture that is especially imbued with magic. Students will consume magic and tales
in their raw (and multimedia) forms; study scholarly work on their history, meanings,
and inter-workings; and craft their own creative adaptations of magic, myths, and
legends both young and old based on their individual interests and skills. Students will
emerge from this course with a rich understanding of German history, music, literature,
art, and magic culture from the early-modern period to the 21st century. Taught in
English. (Humanities) CARRINGTON
GER 116-3. Topic: Holocaust (in English)
This course will examine the Holocaust from the perspective of social, cultural, and
emotional history. We will seek to understand this genocideits perpetrators and
victimsin the context of modern German and European history, specifically interwar
Germany and the rise of the Nazis, WWII, and long-standing anti-semitism throughout
Europe. Students will also interpret the eyewitness accounts and survivor memoirs that
were produced in the wake of such evil and wrestle with some of the Holocaust's most
central and vexing questions: why did the Jews stay? Who was complicit? What did it
mean to be a bystander? Where was God? This course will be taught in English and is
designed for students of all backgrounds. (Humanities) CARRINGTON
SPANISH
SPA 109-1. Topic: The Galaxy Next Door: The Global South in Literature and
Film (FYS)
This class will explore the concept of the “Global South” through literature, film, and
Cornell College 2016-17 Academic Catalogue 212
political and economic analysis. After the Cold War, scholars began referring to a
distinction between the Global North and the Global South in order to replace the
outdated categories of First, Second, and Third World countries. While being an
improvement upon the previous categories, this division tends to overlook the existence
of vast pockets of underdevelopment in the North (the US and Europe), as well as
concentrations of wealth in the South in our current era of globalization. We will focus
our discussions mainly on connections between the US and Latin America while
concentrating on the intersections of immigration, poverty, and constructions of race
and gender. Some of the authors we will read are William Faulkner, Ta-Nehisi Coates,
Junot Diaz, Jamaica Kincaid, and Juan Rulfo. Students will be expected to enroll in an
online learning community and will receive ¼ additional adjunct course credit for their
participation during the fall semester. (FYS) MOSIER
SPA 365-3. Advanced Topic: The Boom and Post-Boom in Latin America
This class analyzes the explosive literary phenomenon of the 60s and 70s known as the
“Boom.” Students will read a selection of works by authors such as Gabriel García
Márquez, Julio Cortázar, and Carlos Fuentes with an emphasis on magic realism.
Furthermore, we will explore literary trends that follow the Boom generation.
Prerequisite: SPA 311. Offered every third year. (Humanities) MOSIER
COMPUTER SCIENCE
CSC 131-1. The Beauty & Joy of Computing (FYS)
Computing has changed the world in profound ways. It has opened up wonderful new
ways for people to connect, design, research, play, create, and express themselves. This
course will focus on some of the "Big Ideas" of computing that have changed the world
and consider where it will go in the future. We will discuss the challenges and
implications of computer technology, including the responsibilities of those who design
and use computer systems. Students will learn a bit about computer programming and a
lot about writing at the college level. The lab portion of the course will introduce students
to computer programming using App Inventor, a friendly programming language for
building Android applications. Students will engage in several different types of
academic writing and will conduct their own research projects. Students will be expected
to enroll in an online learning community and will receive ¼ additional adjunct course
credit for their participation during the fall semester. (FYS) SOWELL
CSC 255-5. Topic: Dealing with Data: Data Management, Data Visualization,
and Big Data
Managing and interpreting an overwhelming amount of raw data is part of the
foundation of our information society and economy. People use computers and statistics
to translate, process, and visualize raw data, enabling new understandings that in turn
contribute new knowledge to the world. This course will look at these topics from both a
statistical and a computer science perspective. Statistics will inform the discussion about
what appropriate goals are for learning from the data and how the data will answer the
questions raised. The computer science perspective will help us figure out which goals
are actually feasible computationally, and how to achieve them. Same course as STA 255.
Prerequisite: STA 201 or CSC 140. SOWELL AND CANNON
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ECONOMICS AND BUSINESS
ECB 121-1. Data Visualization (FYS)
Businesses amass data at staggering rates. As a result, they aim to convert information
into valuable insight. Data visualization is the most popular technique for generating
insights. This course introduces methods for representing data for better comprehension
and communication. It introduces students to visual perception and visual design
principles. We will train our eyes to distinguish between effective and ineffective
representations. Working specifically with business and economic data, students will
locate central tendencies, patterns of dispersions, and anomalies. We also explore a
range of graph media contrasting the fit among media, data type and message. Students
will also be introduced to techniques for visualizing concepts or analytical graphing.
Student projects will involve designing information dashboards. (FYS) HEJEEBU
ECB 265- 1. Topic: Introduction to Analytics
The complexity of modern business requires sophisticated tools that help managers
reason through large amounts of data. This course provides an introduction to such
tools. The course will include applications across different areas of a business, such as
operations and market. It will also include applications across different industry sectors,
such as the health care and financial sectors. Prerequisite: STA 201. (Social Science)
MILLER
ECB 266-1. Topic: Health Analytics
This course will explore how analytical methods, along with large data sources, can be
used to solve problems in health care. Students will learn by working through various
real-world cases. Applications covered will include disease surveillance, estimation of
disease outcomes and costs, comparative effectiveness of treatments, health care costs
and insurance pricing, along with health care decision support systems. Prerequisite:
STA 201. MILLER
EDUCATION
EDU 240-3. Education and Culture (W)
This course explores the influence of social issues such as discrimination, diversity,
equity, racism, sexism, homophobia, and ethnic and socioeconomic pluralism in
American schools. The goals for this class are to understand and be sensitive to the
values, beliefs, lifestyles, and attitudes of individuals and the diverse groups found in a
pluralistic society and to translate knowledge of human relations into attitudes, skills,
and techniques that will support favorable learning experiences. Through critical
analysis, this course reveals ways in which dehumanizing biases may be reflected in
instructional materials, methodologies, media, and everyday encounters and understand
how these interactions may influence classroom dynamics and student learning. No S/U
option. Not open to students who have completed their writing course (W) requirement.
(Writing Requirement (W)) HEINRICH
ENGLISH
ENG 102-1. Topic: Life of Bees: an Interdisciplinary Perspective (FYS)
The Life of Bees: an Interdisciplinary Perspective<p>This course will introduce students
to bees and beekeeping through the academic lenses of film studies, food studies, and
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ecology. Bees are responsible for pollinating roughly 1/3 of human foods, and the rise of
Colony Collapse Disorder (CCD) has raised awareness about their essential importance
to the present-day food economy. The class will consider the ways that bees, and this
crisis, have been represented in literature and film, will investigate the causes of this
crisis, and will propose collective action toward conservation. The course will include
field trips, guest speakers, and a collaboratively cooked meal, in addition to assigned
written work. (FYS) MOUTON
ENG 105- 1. Topic: Can We Be Kind to Strangers? (FYS)
Can we be kind to Strangers? This deceptively simple question implies an equally simple
answer: Yes, of course we can--and we should. Religious texts, folklore, and philosophy
from around the world and from different time periods all encourage us to show
kindness to strangers. But we seldom need stories that exhort us to do what we are
already doing; thus the stories also remind and encourage us to be kind to strangers,
even when we might rather pass by.Thus the question--can we be kind to strangers--
gives rise not to a simple answer but to challenging secondary questions. First, Is it in
fact possible to be kind to strangers? Is there a biological basis for helping others? Is
kindness to strangers altruistic or self-interested reciprocity? Next, in today's global,
internet-connected world, what do we mean by stranger? Finally, should we be kind to
strangers? what are the consequences and implications for the recipient and for the
giver? The course will begin with a foundation in the religious and philosophical
foundation for kindness to strangers and will then be organized around different
responses: religious, scientific, and social; individual, societal, and global. Students will
be expected to enroll in an online learning community and will receive ¼ additional
adjunct course credit for their participation during the fall semester. (FYS) REED
ENG 111-2. Topic: The Racial Imaginary (W)
Race is a social constructan idea we imaginebut it’s an imagined idea so powerful it
shapes our histories, our social systems, and our daily lives. Using Claudia Rankine and
Beth Loffreda’s anthology The Racial Imaginary as a critical text, this course will
examine the role of race in the life of the mind, with particular attention to the
consequences of American racial conceptions in today’s literary, political, and
interpersonal spheres. What happens when, as one author writes, our imaginations are
“riddled with the stories racism built”? When “the voices least sanctioned to speak come
from the bodies most on display”? Or when an author is silent because “I’m afraid of
what I might say about race, afraid of examining what I think and feel about race”? We’ll
read a variety of textsincluding James Baldwin’s memoirs, Rachel Kaadzi Ghansah’s
criticism, and Eula Biss’s lyric investigationsin an attempt to address such questions,
and to learn how to better write about race and ethnicity ourselves. Students can expect
to pay significant attention to the research, drafting, and revision processes in this
writing-intensive class. Because this is a writing course, significant course time will be
spent on the writing process, with a focus on revision. Not open to students who have
previously completed the writing course (W) requirement and/or ENG 111. (Writing
Requirement) RUBENSTEIN
ENG 111-2. Topics in Literature, Film, Cultural Studies (W)
Writing seminar for first-year students, an intensive engagement with a topic in
literature, film, or cultural studies. (Writing Requirement) STAFF
Cornell College 2016-17 Academic Catalogue 215
ENG 111-3. Topic: Beats, Dylan and the American Dream (W)
In the 1950s, a period of American prosperity and social contentment and conformity,
the “Beats” rejected traditional American values. Writers such as Jack Kerouac, Allen
Ginsberg, and William Burroughs sought out a new version of the American Dream. In
the early 1960s, Bob Dylan followed in their footsteps and went on to become one of the
most radical, influential voices of the 20th century. This class will explore the work of the
Beats and Dylan through aesthetic, historical, political and cultural lenses as a way to
explore our own sense of American values. Do these artists have anything to say to
Americans in the 21st century? What is the American dream now? We will focus on
critical reading and writing skills as we try to formulate our own responses to these
important questions. (Writing Requirement) FREEMAN
ENG 111-3. Topic: Crossing Boders (W)
This course will examine literature about crossing borders--cultural as well as national.
The course will focus particularly on the experiences of Indian and Arab women crossing
borders as immigrants, using historical, social, political, and cultural points of view.
Readings will include short stories and novels by and about women as well as non-fiction
accounts of women's lives (work, health and water, marriage and children, religion,
education). Emphasis on critical reading, writing and revision. Some attention paid to
writing style as well. Not open to students who have completed their writing course (W)
requirement. (Writing Requirement) REED
ENG 111-4. Topic: The Magic of Experimental Women Film Directors (W)
Women filmmakers experiment in dazzling ways in the free space of independent
cinema. We’ll learn about a few highly influential ones and develop skills for writing
about their work. Julie Dash, an African-American filmmaker, directed an award-
winning short film, Illusions (1982) reflecting on race/gender issues in 40s Hollywood,
and, later, Daughters of the Dust, which in 1991 was the first full-length film by an
African American woman director. Maya Deren, leader of the New York avant-garde
film culture at midcentury, theorized about film and created astonishing short films such
as: “At Land” (1944), “Meshes of the Afternoon” (1943) and “A Study in Choreography
for the Camera” (1945). Patricia Rozema delighted and inspired viewers and filmmakers
with her fantastical, quirky flight of fancy in I’ve Heard the Mermaids Singing (1987),
voted one of the best Canadian films of all time. Throughout the course, students will
draft and redraft writings, from in-class writing to film reviews to essays and research-
informed critical projects. Students will learn how to search for film and cultural
scholarship, using sophisticated library resources. Challenging writing assignments will
help develop critical thinking and critical writing skills. Not open to students who have
completed their writing course (W) requirement. (Writing Requirement) HANKINS
ENG 111-4. Topic: Be Transformed: Fairy Tale Transformations, Cultural
Critique, and the Creative Process (W)
Fairy tales have ignited the imagination of children and salon readers, storytellers and
political activists, authors and film-makers. They have provoked vigorous critical
arguments: they have been dismissed as trite little (girl) stories or escapist fantasies,
viewed as illuminating the imperatives of desire, or as windows into the history of
childhood and the family, or as emancipatory dreams, or as creative powerhouses.
Typically ending with a happy resolution, they are nonetheless full of danger and
violence. Case in point: their role in Shakespeare’s tragedy Othello, the focal text of this
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First-Year Writing course, which reworks the familiar “Beauty and the Beast” tale,
contains echoes from “Bluebeard,” and fragments from tales featuring slaves and
cannibals, an Egyptian witch, a maid from Barbary, and a conniving devil. Othello itself
has been re-worked in a variety of media and we will explore the narrative pleasures and
cultural critique afforded by two of these transformations: Bulgarian film-maker Ivan
Mladenov’s 2005 documentary Othello, shot in the prison of Varna, Bulgaria, with a cast
of the inmates, and the award-winning 1997 play Harlem Duet, by African-Canadian
feminist playwright Djanet Sears. Written assignments, including a paper involving
library research, will challenge your creativity and hone your analytical and critical
reading skills. Plan on daily writing, reflection on the writing process, and thoughtful,
transformational revision. Not open to students who have previously completed a First-
Year Writing Course. (Writing Requirement) STAVREVA
ENG 111-5. Topic: Be Transformed: Fairy Tale Transformations, Cultural
Critique, and the Creative Process (W)
Fairy tales have ignited the imagination of children and salon readers, storytellers and
political activists, authors and film-makers. They have provoked vigorous critical
arguments: they have been dismissed as trite little (girl) stories or escapist fantasies,
viewed as illuminating the imperatives of desire, or as windows into the history of
childhood and the family, or as emancipatory dreams, or as creative powerhouses.
Typically ending with a happy resolution, they are nonetheless full of danger and
violence. Case in point: their role in Shakespeare’s tragedy Othello, the focal text of this
First-Year Writing course, which reworks the familiar “Beauty and the Beast” tale,
contains echoes from “Bluebeard,” and fragments from tales featuring slaves and
cannibals, an Egyptian witch, a maid from Barbary, and a conniving devil. Othello itself
has been re-worked in a variety of media and we will explore the narrative pleasures and
cultural critique afforded by two of these transformations: Bulgarian film-maker Ivan
Mladenov’s 2005 documentary Othello, shot in the prison of Varna, Bulgaria, with a cast
of the inmates, and the award-winning 1997 play Harlem Duet, by African-Canadian
feminist playwright Djanet Sears. Written assignments, including a paper involving
library research, will challenge your creativity and hone your analytical and critical
reading skills. Plan on daily writing, reflection on the writing process, and thoughtful,
transformational revision. Not open to students who have previously completed a First-
Year Writing Course. (Writing Requirement) STAVREVA
ENG 111-5. Topic: Beats, Dylan and the American Dream (W)
In the 1950s, a period of American prosperity and social contentment and conformity,
the “Beats” rejected traditional American values. Writers such as Jack Kerouac, Allen
Ginsberg, and William Burroughs sought out a new version of the American Dream. In
the early 1960s, Bob Dylan followed in their footsteps and went on to become one of the
most radical, influential voices of the 20th century. This class will explore the work of the
Beats and Dylan through aesthetic, historical, political and cultural lenses as a way to
explore our own sense of American values. Do these artists have anything to say to
Americans in the 21st century? What is the American dream now? We will focus on
critical reading and writing skills as we try to formulate our own responses to these
important questions. (Writing Requirement) FREEMAN
ENG 273-7. Topic: Introduction to the Digital Humanities
With new technologies, and with big data sets, the kinds of questions that we can explore
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in the Humanities have expanded. New media also allows us to share results in new
ways. The Digital Humanities is an emerging, interdisciplinary field, creatively
combining knowledge and skills from humanities disciplines with information and
computer sciences in the spirit of inquiry. Students in this course will be introduced to
debates surrounding this new area of study, and will design and implement intro-level
Digital Humanities projects of their own. Recommended for computer science and
humanities students, but all majors are welcome. (Humanities) MOUTON
ENG 374-7. Advanced Topic: Medical Fictions: Patient-Doctor Dynamics in
Fiction and Film
Writers and filmmakers--even cartoonists--bring their art and insight to the medical
moment, illuminating doctor/patient connections and misconnections, writing about
empathy and abandonment, highly-charged moments of illness, dying, childbirth, shell-
shock, and other health experiences. Engaging with these powerful and moving texts
invites students to examine and deepen their concepts of the relationships between
health providers and others. The course will include a field trip to the University of Iowa
hospital to witness Project Art and visits from speakers, as well as a service project.
Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. (Humanities)
HANKINS
ENG 382-3. Advanced Topic: Distinguished Visiting Screenwriter: Creating
Characters
Great films rely on great characters. In this screenwriting workshop, students will study
and explore techniques for creating their own dynamic, character-driven films with
special attention on using the tools of visual storytelling to create cinematic shorts with
memorable characters. Using a series of writing exercises as well as in-class readings
with actors, students will create and shape their characters from the ground up and then
place them into narratives that help define and, most importantly, reveal who their
characters are. Genre will be a secondary consideration as character takes center stage to
create compelling scripts that are honest, emotional, and even personal. Students will
not only write their own screenplays but they also will be expected provide thoughtful
and constructive feedback on all other students’ work throughout the development
process of the workshop’s scripts. Class participation, creative collaboration, and critical
thinking about other students’ work is essential to success in this workshop. Students
will create a 12-15 page screenplay that displays strong character development, with
additional focus on act/scene structure and visual storytelling film language. (Fine Arts)
ENG 383-6. Advanced Topic: Distinguished Visiting Writer in Live
Literature: The Personal is Political.
Sharing personal stories is a vital part of creating social change, but for creative writers,
trying to send a message or teach a lesson can drain a story of its value as art and/or
entertainment. The emerging nonfiction genre of “live lit”short memoirs written for
performanceis an excellent medium for exploring the personal and the political in
creative work. How can we broach political subjects without coming across as excessively
preachy or wonky? How can we draw broader social points out of our personal stories,
without seeming “whiny” or narcissistic? What’s the difference between writing for the
page and for a live audience? Through workshopping, class discussion, field trips, and
performance practice, we’ll move toward balancing the persuasive power of a political
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speech with the delight of well-crafted essay. Prerequisite: writing designated course
(W), or ENG 201, 202, or 215. (Fine Arts)
HISTORY
HIS 120-1. Introductory Seminar: Women in America (1600-1870 (FYS)
This seminar is an introduction to women’s history from colonial times through the Civil
War. We will examine a number of different topics such as the status of women in
different colonies, the effect of the American Revolution, slave women, the 1848 Seneca
Falls Convention, and the evolution of the women’s rights movement. Readings will
include biographies, slave narratives, and some of the most important historical
scholarship. One of the goals of the course is the improvement of writing skills, thus
there will be frequent writing assignments. (FYS)
HIS 334-1. Topic: Inquisitions in Medieval and Early Modern Europe
The Inquisition's dark reputation is well known. What reality lay behind it? This course
examines the development and growth of the inquisition over time, from its origins in
the 13th century as a group of largely independent investigators of heresy, through the
establishment of its more structured forms in 15th-century Spain and 16th-century Italy.
We'll consider the procedures, goals, and motives of the inquisitors, as well as of those
who had to defend themselves before inquisitors, and the impact of the inquisitions on
European society. Prerequisite: junior standing. (Humanities) HERDER
INTERDISCIPLINARY
INT 160-1. Cell-Phones, Coffee, and Cars: Critiquing Consumption
Life, as we know it, is dependent on the everyday consumption of goods and services;
however, our consumptive practices can also have negative social and environmental
consequences. This first-year seminar combines sociological and geological perspectives
to provide a unique viewpoint on the cause and effects of our consumer society.
Sociology allows us to examine the changing meaning, practices, and social implications
of consumption, while geology provides scientific insight into the physical processes and
environmental implications of consumption. Our goal is to examine the interdisciplinary,
complex nature of sustainability through reflection, experiential learning and
collaborative problem-solving. (FYS) DAVIS and WALSH
LATIN AMERICAN STUDIES
LAS 236-4. Topic: Columbus revised (Bahamas)
This course introduces students to major events, which have shaped Latin America and
the Caribbean. The unique experience of studying in San Salvador, Bahamas, will allow
us to make connections between past and present. Students will be able to learn the
environment in the island and compare it with the landscape Columbus, the loyalists,
and the current inhabitants of the San Salvador Island. Students will have the
opportunity of study an interdisciplinary course abroad, re-thinking the Conquest and
Colony of the Americas, from Columbus and the Spanish ruling, to the British slavery
plantation times. Course readings, visits, films, lectures, and interaction with students
from other courses and areas would enrich the uniqueness of our own course.
Prerequisite: Sophomore standing. A non-refundable deposit of 10% of the course cost,
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or a minimum of $150 will be due on Monday, April 11th and must be paid using the
online system. (Humanities) OCHOA-SHIVAPOUR
LAS 349-7. Topic: Cuba: Collision of Cultures
In the 1940s, Cuban intellectual Fernando Ortiz compared Cuban culture to a stew called
“ajiaco.” In this stew which is composed of Indian, African, and European elements
each ingredient maintains its own particular flavors while combining into a new whole.
One can also continuously add new ingredients to the stew as it is being served, making
it constantly replenishable. Ortiz named this cultural synthesis “transculturation.” In this
course, we will use “transculturation” as a guiding concept to help us navigate our
analysis of Cuban history, music, film, literature, and politics. Prerequisites: Writing
course. (Humanities) MOSIER
MATHEMATICS AND STATISTICS
MAT 105-1. Counting to Infinity in 18 days (FYS)
The idea of infinity has fascinated humanity since the beginning of time. Small children
want to know what the largest number is and are amazed that there is no largest number.
In popular culture, Buzz Lightyear in “Toy Story” is associated with the phrase “To
infinity … and beyond!” But what is beyond infinity? For that matter, what exactly is
infinity? This course will investigate the mathematics of infinity as well as mathematics
and mathematicians in the context of their time and culture. Students will have the
opportunity to creatively investigate aspects of infinity that interest them. The
mathematics covered is accessible, exciting and mathematically significant. Students will
be expected to enroll in an online learning community and will receive ¼ additional
adjunct course credit for their participation during the fall semester. (FYS) FREEMAN
MAT 256-1. Topic: Mathematical Models in Biology
An introduction to the development, use, and analysis of mathematical models in the
biological sciences. Mathematical tools such as discrete and continuous dynamical
systems, linear algebra, phase portraits, stochastic algorithms that are necessary to
analyze and interpret biological models may be covered. Biological topics may include
single species and interacting population dynamics, modeling infectious diseases,
enzyme kinetics, and quantitative genetics. Prerequisites: MAT 120, MAT 121, a score of
at least 3 on the AP Calc AB exam, or permission of the instructor. (Mathematics)
SKORCZEWSKI
STA 255-5. Topic: Dealing with Data
Managing and interpreting an overwhelming amount of raw data is part of the
foundation of our information society and economy. People use computers and statistics
to translate, process, and visualize raw data, enabling new understandings that in turn
contribute new knowledge to the world. This course will look at these topics from both a
statistical and a computer science perspective. Statistics will inform the discussion about
what appropriate goals are for learning from the data and how the data will answer the
questions raised. The computer science perspective will help us figure out which goals
are actually feasible computationally, and how to achieve them. Same course as CSC 255.
Prerequisite: STA 201 or CSC 140. SOWELL AND CANNON
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MUSIC
MUS 109-1. First Year Seminar in Music (FYS)
The topic of "Opera and Film" has become one of the “hot” areas of scholarship in the
past fifteen or so years. Both opera and film use a conglomeration of other constituent
arts to create what Richard Wagner called a Gesamtkunstwerk or total artwork. (In fact,
many of the first efforts in film were derived from opera and more specifically, Wagner.)
My intention with this course is to explore the intersections between opera and film,
using theories and practices of both genres, as well as numerous specific examples of the
interplay between them. (FYS) MARTIN
PHILOSOPHY
PHI 105-1. Topic: The Morals of Our Stories (FYS)
This course will examine ethical theories and notions embedded in the discourse of
storytelling. Moral lessons and norms are conveyed in the pages as the tale unfolds and
the characters develop. Through the use of fable, fiction and film, the ethical principles of
major philosophical systems will be discerned and analyzed. As a first year seminar,
emphasis will be placed on academic expectations, coursework integrity, and vital critical
reasoning skills in writing and discussion. (FYS) MIGELY
PHI 109-1. Topic: Ethics and Climate Change (FYS)
The threat of climate change raises urgent questions about what we ought to doi.e.,
questions about morality. We will spend some time considering climate science and
questions raised by controversy about that science. What should we believe about the
claim that human activity is threatening the climatic stability of our planet given
apparent disagreement about the truth of that hypothesis? We will also spend time
considering the moral challenges the risk of climate change generates: what is the nature
of our obligations to prevent harm to people distant in space and in time; what
responsibilities do nations of the industrialized world have to respond to threats
generated by climate change; what does it make sense for such nations to do given the
uncertainty of some outcomes of climate change; what should we, as individual citizens
of such nations, be doing? We will read material of all sorts about these questionswe’ll
look at scientific reports, economic analyses, and philosophical/ethical arguments, for
exampleand talk and write about what we make of the issues. Students will be expected
to enroll in an online learning community and will receive ¼ additional adjunct course
credit for their participation during the fall semester. (FYS) WHITE
POLITICS
POL 251-4. Topic: Research Methods in Politics
Methods and research design in political science to address the causal processes that
produce outcomes in politics. Course covers quantitative, experimental, qualitative, and
field research methods, research design, and inference. Prerequisite: STA 201. (Social
Science) HASSELL
POL 255-2. Topic: Human Rights and the Holocaust in Europe
(Social Science) YAMANISHI
Cornell College 2016-17 Academic Catalogue 221
POL 351-5. Advanced Topic: Political Parties and Organized Interests
Political parties appear in one form or another in virtually every aspect of American
politics and some argue that democracy could not exist without parties. Why do people
join groups such as parties or special interests and how do those decisions shape the
political world we know? This course examines the role of parties and interest groups in
American politics. In this class we will look at party formation, party processes, party
machines, pressure groups, and party identification in the electorate and how each of
these aspects shape the political process, political outcomes, and public policy. (Social
Science)
PSYCHOLOGY
PSY 243-1. Psychological Insights: Environmental Problems (FYS)
Human behavior is at the root of almost all environmental problems: We drive gas
guzzling cars (contributing to both global warming and depletion of natural resources),
produce tons of refuse, deplete water resources (build golf courses in the desert). This
course explores facets of psychology that can help explain why we act as we do and how
we might change behavior toward greater sustainability. We review some basic
psychological principles as they apply to the environment: What are the thinking
processes that lead some people to accept and others to reject concepts like global
warming? How do people develop their basic value systems, and how do things like
emotions and culture impact this? Even when people want to change their behaviors,
what are the barriers that make change difficult? Course includes an analysis and
application of these principles to a local issue. (FYS) GANZEL
PSY 244-4. Human Aggression & Violence (W)
This course will examine recent efforts to integrate explanations of human aggression
and violence across several disciplines. Students will consider the interplay between
social learning, neural, endocrine, and evolutionary explanations of aggression by
individuals in their social environment. Topics are likely to include interpersonal and
online aggression, workplace violence, aggression within competitive situations,
video/computer game violence, and war. In addition to analyzing both primary and
secondary sources, special attention will be given the depiction of violence across several
different forms of mass media. Because this is a writing course, a significant amount of
time will be spent on the writing process, with a focus on revision. Not open to students
who have completed their writing course (W) requirement. DRAGON (Writing
Requirement (W))
PSY 256-2. Topic: Culture and Contemporary Issues in Japan
This off-campus course, taught in Japan, examines the interconnections between
Japanese cultural traditions and contemporary issues. Cultural ideologies, social
practices, and public policies related to gender, race/ethnicity, and human rights will be
emphasized. Specific topics may include: gender roles; work and family life; intimate
relationships; interpersonal violence; birthrate and aging concerns; youth culture and
the current challenges faced by young adults; national identity; race/ethnicity,
immigration and human rights; historical preservation and urban development; and the
juxtaposition of traditional and popular culture. Initial sessions will provide an
orientation to enduring historical and cultural foundations and values as well as
contemporary issues that inform everyday life in Japan. While in Japan, class members
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will participate in a variety of activities and discussions; will complete field excursions to
historical, cultural, educational, and religious settings; and will read materials relevant
to these themes. Students will also explore contemporary culture by observing and
interacting with Japanese citizens and hearing from guest lecturers. The course typically
includes travel to and within the Kyoto-Osaka (Kansai), Kanazawa, Hiroshima, and
Tokyo (Kanto) regions of Japan. Same course as SOC 249. Prerequisites: SOC 101, 102,
ANT 101, PSY 161, EST 123, GSS 171, or JPN 102. (Social Science)
RELIGION
REL 101-1. Introduction to Religion (FYS)
Our course will provide a comprehensive introduction to the study of religion and the
humanities in an academic setting. We will examine the relationship between thought
and experience, the meaning of the sacred in space and time, and the function of myth
and ritual as means to understand the commonalities and differences in and among
human individuals and cultures. (FYS) SACKS
REL 125-2. Topic: Biblical Hebrew
Introduction to the language of the Hebrew Bible and associated cultures of the Ancient
Near East. Students will learn the essentials of grammar, vocabulary, and culture
through reading selections from the Hebrew Bible and associated post-Biblical
literatures. No previous foreign language experience required. Offered every third year.
(Language)
REL 359-7. Issues in Christianity in America. America: Christianity,
Democracy, and Religious Freedom
This course explores Christianity and religious freedom within the context of a dynamic
American landscape characterized by growing religious diversity, "geo-religious reality,"
and a democracy with its balance of majority rule and minority rights. The aim of the
course is to gain nuanced understandings of myriad perspectives so as to navigate
through the complexities involved in competing claims of personal religious pursuit and
religious freedom in the public sphere. In this course we will wrestle with such topics as
the role of religious authority, politicized religious pressure groups, equal rights of
conscience, respect and human dignity, and religious toleration. Offered every third year.
Not repeatable, even when topic is different. (Humanities) SACKS
REL 366-8. Advanced Topic: Uncanny Doubles and Counterfeit Selves
This course will examine the philosophy, mythology and psychology of "other selves" of
Gods, spirits and humans, including twins, doppelgangers, clones, the soul, divine
multiplicities and multiple personalities. Students will engage the meaning and
morphology of selfhood within the context of classical and modern sources.
(Humanities) SACKS
SOCIOLOGY AND ANTHROPOLOGY
SOC 102-4. Topic: Sociology through Film and Media
The course is a version of Sociological Thinking (SOC 101) with a more specific topic
focus. This course will introduce students to the discipline of Sociology through Film and
Media. Sociologists study people in the world, looking at patterns, at differences, at
inequalities. Film and media present the world to us in specific ways and shape our view
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of society. As such, media can be understood as a form of cultural practice, and in this
course we will use media as texts to explore the social world. We will view, discuss, and
analyze films and other media from a sociological perspective --examining the
consumption of media, the cultural meanings and practices presented, and the social
implications of such representations. We will also explore the extent and ways media
reflects, heightens, and/or challenges social patterns, differences, and inequalities.
Credit may be given for either 101 or 102, but not for both. Not open to seniors without
permission of the instructor. (Social Science) DAVIS
THEATRE
THE 160-1. Fundamentals of Theatre Design (FYS)
Exploration of the role and process of design as it relates to theatrical production.
Students complete practical exercises in scenic, costume, lighting, and sound design, and
learn to critically analyze and respond to design work with the elements of design
vocabulary. (FYS) OLINGER
THE 317-4. Advanced Topic in Theatre Performance: Acting, Dance and
Movement
This course explores the combination of movement and dance forms and techniques for
the actor's process of character creation. (Fine Arts)
THE 374-2. Advanced Topic: Theatre and the Arts (Chicago)
(Fine Arts) OLINGER
Cornell College 2016-17 Academic Catalogue 224
ADDITIONAL ACADEMIC PROGRAMS
All-College Independent Study Courses
No more than four All-College Independent Study course credits (280/380, 289/389, 290/390,
297/397, 299/399) may be counted toward satisfying the minimum credit requirement for the
Bachelor of Arts or Bachelor of Music degree. For students graduating in 2016 or earlier, no
more than two All-College Independent Study course credits (380, 389, 390, 397, 399) may be
counted toward satisfying the minimum of eight course credits numbered in the 300s or 400s
required for the B.A. or B.Mus. degree.
280/380. Internships (1/2-1)
Internships are experiential learning activities designed to provide students with opportunities
to make connections between the substance and methods of academic study and the application
of that study to work or service. Internships entail pre-professional work projects conducted
under the guidance of a practicing professional supervisor, and help students develop leadership
and service skills. Internships are sponsored by a Cornell faculty member and supervised by a
representative of the organization or firm where the internship resides.
Internships typically feature an agreement among the parties projecting student responsibilities
(including hours to be assigned); documentation of activity (e.g., daily journals, weekly reports,
and/or a final, reflective essay from the student); and evaluation of performance (including a
report from the supervisor on site. A valid internship will include a minimum of 40 hours of
participation per week for one month to receive one course credit and 20 hours of participation
per week for one month to receive one-half course credit.
Although some departments may suggest topics or put students in contact with prospective
employers, most students develop their own proposals and contacts. To enroll in an internship,
a student must file a contract endorsed by the faculty sponsor. The contract must be submitted
to the Registrar at least one week before the start of the Block in which the internship is to be
credited. Students must consult the faculty member whom they wish to have sponsor their
internship well in advance of the submission deadline. Internship credit will not be approved
retroactively. Printable forms are available from the Registrar’s Office web site.
Students should bear in mind the following when electing to participate in an internship:
International students on F-1 (student) visas should consult with the Office of Intercultural
Life to determine if the internship constitutes curricular practical training or off-campus
work.
Students participating in international internships must meet with the Office of
International and Off-Campus Studies to submit required documents and obtain
information about the College’s foreign insurance policy.
Expenses incurred (such as for transportation and lodging) must be borne by the student.
Students who receive financial compensation for their participation in an internship or
similar program may have their Cornell aid adjusted accordingly.
Students who are off campus Blocks 1 and 2 may not participate in room selection or
otherwise hold an on-campus room for first semester. Students should contact the Residence
Life Office the Block prior to their return to campus to confirm their housing assignments.
Cornell College 2016-17 Academic Catalogue 225
Internships are open only to students who have completed at least eight course credits, at least
two of which are in the same department as the internship. (CR)
289/389. Group Projects (1/2-1)
Two or more students who wish to organize a course of study in an area not normally included
in the regular course offerings may assume the responsibility for finding a faculty sponsor and
for drafting a contract to be approved by the Academic Standing Committee. Students may, with
departmental approval, design their own off-campus group projects (students should contact the
Office of Off-Campus and International Studies if they plan to complete independent study
abroad). To enroll in a Group Project, a student must file a contract endorsed by the faculty
tutor and the chair of the department. The contract must be submitted on a form available from
the Registrar's Office at least one week before the Project is to begin. Students must consult the
faculty member whom they wish to direct their group project well in advance of the submission
deadline. Group Projects are open only to students who have completed at least eight course
credits. Only those students who have signed the original contract may register for the course.
Projects may be either departmental or interdisciplinary; however, a Group Project may not be
used to meet any of the general education requirements for the B.A. or B.Mus. degree and does
not count toward a major unless specifically approved by the department concerned. A half-
course credit in a Group Project is permitted only if taken in conjunction with another half-
credit course or with a parallel course. Exceptions must be approved by the Academic Standing
Committee. (CR)
290/390. Individual Projects (1/2-1)
Students may do intensive work in a subject or area not normally included in the regular course
offerings or else pursue in depth a topic encountered as part of previous studies. The
arrangement is that of a tutorial, in which the student works independently under the
supervision of a faculty tutor on a topic suggested by the student and approved by the tutor.
Individual Projects are open only to students who have completed the following requirements:
290 - a writing-designated course (W) and a minimum of seven course credits (at least two of
which are in the same department/interdisciplinary major as the Project); 390 - a writing-
designated course (W) and a minimum of fourteen course credits (at least four of which are in
the same department/interdisciplinary major as the Project). Individual Projects may not be
used to satisfy the specific course requirements listed as Part One of the general education
requirements for the B.A. or B.Mus. degree and may fulfill major requirements only if the
department approves.
Students may, with departmental approval, design their own off-campus independent research
projects. Students should contact the Office of Off-Campus and International Studies if they
plan to complete independent study abroad.
To enroll in an Individual Project, a student must file a contract endorsed by the faculty tutor
and the chair of the department. The petition must be submitted to the Registrar at least one
week before the start of the Block in which the Project is to be credited. Students must consult
with the faculty member whom they wish to direct their Individual Project well in advance of the
submission deadline. Forms are available from the Registrar's Office. A half-course credit in an
Individual Project is permitted only if taken in conjunction with another half-credit course or
with a parallel course. Exceptions must be approved by the Academic Standing Committee. (OP)
Cornell College 2016-17 Academic Catalogue 226
690. Special Studies
B.S.S. candidates have the option for one or more Blocks of reading on their own; auditing
courses; doing library or field research; working either as a volunteer or a paid employee with
public or private organizations; taking professional or vocational courses at other institutions;
traveling; or engaging in a creative endeavor involving writing, composing, performing,
painting, sculpting, etc. To arrange a Special Study course, the student must justify to her or his
faculty committee that the proposed experience is relevant to the student's educational
objectives as stated in the B.S.S. Prospectus and will materially help the student achieve these
goals.
Students who undertake a Special Study course (690) must file a Plan of Study with the
Registrar before the start of the Block. This is the contract for the Block and must be approved
and signed by the faculty committee. Special Studies projects may extend over two or more
consecutive Blocks; however, only one Plan of Study need be filed if only one project is involved.
Any changes in the Plan of Study after the start of the Block must be approved by the committee
and filed with the Registrar.
Students who file a Plan of Study at the beginning of a Block must also file a Progress Report at
the conclusion of that Block in order to receive a course credit for their work. The committee
determines whether the student has done what was proposed in the Plan of Study and either
signs the Progress Report (thus authorizing a course credit) or not, depending upon the
advisor's evaluation of the student's academic progress. Students who file a Plan of Study for a
multi-Block project need not file a Progress Report until they have completed the project, i.e., at
the conclusion of the final Block specified in the Plan of Study. Because the committee must
certify to the Registrar at the end of every Block that satisfactory progress is being made toward
the completion of the project, the committee may ask the student to submit periodic evidences
of such progress. The Progress Report, typed onto an official form by the Registrar and signed
by the student and the committee, becomes a permanent part of the student's transcript.
There is no limit to the number of Special Studies that a B.S.S. candidate may take. The
Registrar approves petitions (available from the Registrar's Office) to waive room and board
charges for one or more semesters (periods of not fewer than four Blocks) for a limited number
of B.S.S. candidates planning to undertake Special Studies outside Mount Vernon. (CR)
Summer Study
Students seeking credit for summer study begin by consulting a faculty member in the
department in which they wish to earn the credit, who can tell them whether the department
will sponsor their project and what, if any, prerequisites or other conditions must be satisfied in
order to obtain departmental approval. Although some departments may suggest topics or put
students in contact with prospective internship supervisors, most students develop their own
proposals and contacts.
To register for a Summer Study course, students must file a proposal with the Registrar,
available from the Registrar's Office, before leaving for the summer (the earlier the better in case
there is a problem obtaining the permission of the Academic Standing Committee). The
prospectus must be approved and signed by the faculty sponsor and the department chair. Late
or retroactive registration is not permitted.
Cornell College 2016-17 Academic Catalogue 227
The Summer Individual Project or Internship must be completed by August 15 during the
summer in which it is undertaken.
For information about Summer Study courses, consult the Registrar.
297/397. Summer Individual Project
Intensive study or research in a subject area not normally included in the regular course
offerings or further in-depth study of a topic encountered as part of previous studies. The
student works independently under the supervision of a faculty sponsor on a topic suggested by
the student and approved by the sponsor. Prerequisites: a writing-designated course (W) and a
minimum of 7 course credits completed, at least two of which are in the same department as the
project. (OP)
299/399. Summer Internship
See "Internships." (CR)
Off-Campus Programs
The College offers four different kinds of off-campus study and travel, and students may
participate in more than one during their career at Cornell. General information about off-
campus study, travel abroad, passport applications, etc., is available from the Office of
International and Off-Campus Studies. In order to be eligible to participate in any off-campus
study at Cornell students must:
1. have a cumulative GPA of at least 2.0 (unless a higher grade point average is specified);
2. be in good disciplinary standing with the College; and
3. be in good financial standing with the College.
The Office of International & Off-Campus Studies will request the appropriate information from
the Registrar, the Dean of Students, and Student Accounts Manager to determine a student’s
eligibility.
Students are responsible for contacting the Residence Life Office to discuss how off-campus
study will affect their housing assignments, especially for off-campus study which takes place
immediately following or prior to any college break.
Participants are responsible for knowing the regulations in this section as well as those
governing their chosen program. By the act of registering for a program, the student signifies
that he or she understands and agrees to abide by these regulations.
Cornell Off-Campus Courses
Cornell Off-Campus Courses are taught by Cornell faculty members in locations
throughout the U.S. and the world. Offerings are advertised each year in the Course
Schedule. Students must register for Cornell Off-Campus Courses in the same way that
they register for regular courses. (See also Registration)
1. All Cornell Off-Campus Courses require an additional course cost that is not covered
by either the regular tuition or financial aid. All published course costs are estimates
only and are subject to an increase or decrease in price (not to exceed 10% of the
original course cost) until 30 days prior to the start of the Block in which the course
Cornell College 2016-17 Academic Catalogue 228
is to be offered. All courses require a 10% non-refundable deposit due within 10 days
of the close of the registration period during which students register for the course.
Students that have not made the initial deposit will be removed from the course and
receive a “no course” designation on their course schedule. Payment schedules for
each course are determined by the faculty instructor and/or the Office of
International & Off-Campus Studies and are published prior to spring registration.
Students adding an off-campus course after the registration period closes are
required to submit the deposit and any appropriate scheduled payment at the time
they add the course. Travel reservations will not be made for a student who has not
adhered to the payment schedule. Failure to adhere to the posted payment schedule
may result in removal from the course. (See also Adding and Dropping Courses,
paragraph 10.) Students may use their tuition exchange or remission benefit for these
programs.
2. Students traveling on Cornell off-campus courses are required to participate in the
group travel arranged by the Office of International and Off-Campus Studies. The
Office of International and Off-Campus studies will arrange travel to accommodate a
student wishing to extend their stay in the destination city/country provided that the
student: 1) secure permission from the course instructor and contact the Office of
International and Off-Campus Studies before group transportation has been
purchased and 2) pays any additional travel costs associated with the extended stay.
3. Initial eligibility is determined at the time the non-refundable deposit is made.
Students who have paid the deposit and are denied participation at the time of the
initial eligibility check will be refunded their deposits. Final eligibility is determined
one month before the course. If a student is placed on academic or disciplinary
probation (or financial probation, for students who have petitioned to apply their
need-based financial aid to a pre-approved program) between the time of the initial
check and the final check, his/her participation will be reviewed by the course
instructor, the Associate Dean and the Dean of Students. The student may be
removed from the course or may be given permission to participate with clearly
established guidelines. Should a student be placed on disciplinary probation after the
final eligibility check but prior to the departure date for the off-campus course he/she
will be removed from the course. Faculty members retain full discretion as to student
enrollment in their courses.
4. In addition to fulfilling all eligibility and payment requirements, students
participating in Cornell Off-Campus Courses are required to:
a. attend all pre-departure sessions held by the faculty instructor, Student Health
Services, and/or the Office of International & Off-Campus Studies;
b. complete and submit all documents required by the faculty instructor, Student
Health Services, and/or the Office of International & Off-Campus Studies; and
c. fulfill additional requirements, as defined in writing by the faculty instructor
and/or the Office of International & Off-Campus Studies.
5. Students who drop or are removed from an off-campus course are only eligible for
refunds of monies not already committed as a result of their anticipated
participation, less the non-refundable deposit. A student’s refund may also be
reduced if his/her non-participation in the course results in a higher per student cost
on an existing contract with a third-party organization (e.g. Tour Company).
Students who drop or are removed from an off-campus course less than 60 days prior
to the start of the course is scheduled to begin are liable for payment of the full cost
Cornell College 2016-17 Academic Catalogue 229
of the program. The Office of International & Off-Campus Studies will provide
information to assist students with their inquiries regarding changes to existing flight
reservations.
6. Students participating in Cornell Off-Campus courses are held to all policies and
procedures outlined in The Compass as well as any other guidelines outlined by the
faculty instructor. Faculty instructors, with assistance from appropriate college
administrators when requested/required, are responsible for evaluating the severity
of and responding appropriately to all misconduct occurring throughout the duration
of the off-campus course. Student misconduct on off-campus courses may result in
verbal warnings, written warnings and/or dismissal from the course. Return travel to
the college as a result of dismissal from a course is at the student’s expense. Any
behavior warranting a written warning or dismissal from the course must be reported
to the Office of International & Off-Campus Studies. Participation in future off-
campus courses by students who have received written warnings and/or who have
been dismissed from off-campus courses will not be allowed unless a successful
agreement is made in a meeting with the student, the faculty instructor, the Dean of
Students and/or the Office of International & Off-Campus Studies.
Off-Campus Study through Outside Provider
1. Off-Campus Study courses or programs offered by outside providers are numbered in
the 900s [numbers appear in square brackets at the end of each description], and are
listed at the end of the Off-Campus Programs section.
2. Students who wish to study off-campus through an outside provider are required to
submit a Petition to the Academic Standings Committee in care of the Office of
International & Off-Campus Studies. Students should consult this Catalogue or the
Office of International & Off-Campus Studies to determine which petition is
required.
3. Upon approval, students must register for the program at the Registrar’s Office as for
any other course and notify the Registrar whenever there are changes.
4. All courses are considered electives. Students who wish to have one or more of these
courses count toward fulfilling their B.A. or major requirements must use a Petition
for Transfer of Credit to obtain written permission from the Cornell department
concerned and file this petition with the Registrar before beginning the program.
5. If, after a student has been accepted by the host institution, he or she drops out of the
program, the student is liable for any expenses the student's withdrawal caused the
host institution, the sponsoring agency, and/or Cornell College. Any student who
wishes to return to Cornell during the period when he or she was to have been a
participant in an off-campus program must make arrangements in advance with the
Division of Student Affairs and the Business Office.
6. Students who choose to be off campus during the second half of their senior year do
so with the full understanding that they may have to postpone their graduation to
August or later because Cornell's Commencement may occur earlier than the
completion of the off-campus program or earlier than the host institution can process
and forward their transcript to Cornell. The College assumes no responsibility in
such cases for the student's graduating with her or his class.
7. If, after completing the program, the participant does not re-enroll at Cornell, the
courses taken and the credits earned in the program will not be recorded on the
Cornell College 2016-17 Academic Catalogue 230
student's Cornell transcript unless he or she pays a processing fee of $100 for each
course transferred.
Programs Pre-Approved for Funding
Students may apply to have their need-based Cornell funding applied to programs that
have been approved by the Cornell faculty for listing in this Catalogue (approved
programs listed at the end of this section). All applications require a Petition to the
Academic Standings Committee for Off-Campus Study to be completed and submitted to
the Office of International & Off-Campus Studies by the first Monday in December of the
academic year preceding the start of the program. Students who are not approved for
funding by the Academic Standings Committee but who meet eligibility criteria may
petition for an Academic Leave of Absence to participate in an approved off-campus
study program (See Other Off-Campus Study below).
1. Students must be in good financial standing with the college in order to participate in
pre-approved off-campus programs. Initial financial eligibility will be determined at
the time the petition is submitted. Final eligibility is determined one month prior to
the start of the program.
2. Students must have completed at least eight credits prior to program start date.
3. The number given in parentheses after the title indicates the maximum amount of
course credit that will be awarded by Cornell; however, participants who do not take
or pass all parts of the program will receive credit only for the work actually
completed. Normally, students will not receive more course credits than the number
of Cornell Blocks encompassed in their program.
4. Students approved for funding receive Cornell CR (if C or higher) or NC (see Credit
by Transfer and Grades). The original grades will appear as annotations on the
student's Cornell transcript but are not calculated into the student's Cornell grade
point average.
5. The provider’s application, deposit, letters of recommendation, etc., should not be
sent to the host institution or sponsoring agency until the student has received
formal notification from the Academic Standing Committee that he or she has been
granted funding to participate. Admission to most programs is competitive and
requires the approval not only of Cornell but also of the host institution.
6. For these programs the College reserves the right to limit the number of students
and/or the amount of funding per student available for participation in any academic
year. The Academic Standing Committee considers each petition based on the
following criteria:
a. students who have received no prior support through financial aid or Cornell
funds, including campus programs and scholarships for off-campus study as a
Cornell student;
b. students who intend to go off-campus as seniors, as juniors, or as sophomores, in
that order of preference;
c. students who apply for ACM-sponsored programs;
d. the merits of the student's written statement of purpose, in which the student
describes the features of the program that are of special importance and explains
how the program relates to the Cornell course of study and to general educational
goals;
Cornell College 2016-17 Academic Catalogue 231
e. the merits of a recommendation (if supplied) from the program director, an
academic advisor, or instructor who can testify to the relevance of the program to
the student's studies, and who can comment on the student's ability to participate
successfully (academically and socially); and
f. the student's cumulative grade point average.
g. the student’s level of financial need.
7. For students approved by the Academic Standing Committee to have their need-
based Cornell funding applied to the period of time the student is studying with the
affiliated program, the College will pay the program all or part of the student’s
tuition, depending upon the program charges. If the program tuition is less that
Cornell’s charges for the time period, however, no adjustment in Cornell charges will
be made. The costs of transportation, lodging, and meals are normally the student's
responsibility. Because each program is structured differently, students, before
making application, should ascertain the actual costs by conferring with the Student
Accounts Manager in the Business Office and the Office of Financial Assistance.
Students are not allowed to use their tuition exchange or remission benefit for these
programs.
Other Off-Campus Study/Academic Leave of Absence
Students who were not approved for funding to participate in pre-approved off-campus
programs or students who wish to study on programs that have not been pre-approved
by Cornell College may petition the Academic Standing Committee for permission to
participate on an Academic Leave of Absence at least 90 days prior to the start of the
program.
1. Students must have completed at least four credits prior to program start date.
2. Students will not receive more course credits than the number of Cornell terms
encompassed in their program.
3. Students will register for ALA 701 for international off campus coursework or ALA
702 for domestic off campus coursework.
4. Credits by transfer (other than summer school) while a student is participating in an
Academic Leave of Absence will only be accepted when approved in advance by the
Academic Standing Committee. Grades will be posted as transfer work, i.e., as
"Credit" only, provided grades of "C" or better are earned. Grades are not calculated
into the student's Cornell grade point average.
5. If approved by the Director of Financial Assistance, the Registrar and agreeable to
the sponsoring college or university, and if the duration of the program will not
exceed one academic year, the two institutions may enter into a consortium or
contractual agreement. Please contact the Office of Financial Assistance to determine
if you are eligible for an agreement and which type of agreement applies to your
program. Under either arrangement, the College will consider the student to be
enrolled at Cornell while participating in the approved program, and will provide any
federal and state financial assistance to which the student is entitled. Cornell-funded
scholarship and aid monies are not generally available to students participating in
non-affiliated programs. Because each program is structured differently, students,
before making application, should ascertain the actual costs by conferring with the
Student Accounts Manager in the Business Office and the Office of Financial
Assistance.
Cornell College 2016-17 Academic Catalogue 232
6. Students taking an Academic Leave of Absence will pay only the program costs,
unless Cornell is the credit granting institution, as we are for all ACM courses.
Exchange Programs
Exchange programs may be available in Japan, Korea, and Northern Ireland. Application
deadlines vary; contact the Office of International and Off-Campus Studies for
information about current exchange programs at least one year in advance.
Cornell-Approved International Off-Campus Programs
ACM Programs- see the ACM website for more information about these programs.
AFRICA
Botswana: Development in Southern Africa (4)
Mid- January to mid-May. Prerequisite: advanced sophomore standing. KNOOP [914]
Tanzania: Ecology and Human Origins (4)
Early August to early-December. Prerequisite: junior standing. CONDON [912]
ASIA
China: Shanghai: Perspectives on Contemporary China (4)
Late-August to mid-December starting in Fall 2015. KNOOP [920]
India: Culture, Traditions, and Globalization (4)
Mid-July to mid-December. THOMAS [922]
India: Development Studies & Hindi Language (4)
Early January to late April. THOMAS [924]
India: Summer Service Learning & Cultural Immersion (1-2)
Late June to mid-August. THOMAS [925]
Japan Study (9)
Mid-September to late July (academic year); mid-September to early February (fall
semester) session); mid-September to mid-March (fall semester with cultural
practicum); late February to late July (spring semester with intensive language).
Prerequisites: a grade point average of 3.0 or higher and sophomore standing. Japanese
language study is not required for acceptance into the program, but at least one Block of
Japanese must be completed before departure. ENNS and DAVIS [923]
EUROPE and THE MIDDLE EAST
Florence: Arts, Humanities, and Culture (4)
Late August to December. Prerequisite: junior standing. Prior Italian language
recommended. Allocation of Cornell credit is based upon course selection and is subject
to departmental approval. PENN-GOETSCH [952]
Jordan: Middle East and Arabic Language Studies (3-8)
Late August to late December. See the ACM web site for more information. BATY [930].
London and Florence: Arts in Context (4-5)
January to May. Allocation of Cornell credit is based upon course selection and is subject
Cornell College 2016-17 Academic Catalogue 233
to department approval. Prerequisite: sophomore standing. MOUTON (London focus);
PENN-GOETSCH (Florence focus) [951]
LATIN AMERICA and the CARIBBEAN
Brazil: Semester Exchange Programs (4)
Late February late July (Spring semester); Early August mid-December (Fall
semester). See the ACM web site for more information. McCOLLUM [990]
Costa Rica: Community Engagement in Public Health, Education, & the
Environment(4)
Mid-August to Late November. Prerequisites: SPA 102 and sophomore standing.
MOSIER [941]
Costa Rica: Field Research in the Environment, Social Sciences, &
Humanities (4)
Late January to May. Prerequisites: junior standing, prior coursework in the proposed
research discipline, and at least SPA 102. CONDON [942]
CEA Affiliation
CEA Global Education offers more than 100 study abroad programs to U.S. and
Canadian college students. Designed to bridge the gap between college education and
experience, our study abroad programs provide students with hands-on learning and
living in international cities. Students have the opportunity to take classes in another
academic setting, intern with an international business, volunteer to help those in need,
and expand their circle of friends to include international peers and mentors. See the
CEA web site for more information. GREENSTEIN
School for International Training Programs
The College Semester Abroad program of the School for International Training
(SIT/World Learning) provides a unique opportunity to experience other cultures
through language study, a homestay, and cross-cultural orientation. Each participant, in
consultation with the academic study director on site, plans and completes an
independent study project. Most SIT programs also include intensive language
instruction. To undertake any of the following programs, the student must have a grade
point average of 3.0 or higher at the end of the Block preceding the start of the program
and have satisfied the program prerequisites, if any.
Each program awards four Cornell course credits. The particular nature of the credit
varies with each program. The program selection changes annually, so for complete and
up-to-date details and program descriptions for programs offered in Africa, Asia, Europe
and the Middle East, Latin America and the Caribbean, and the Pacific, consult the SIT
web page [http://www.sit.edu/studyabroad/], or the Cornell program advisor.
GREENSTEIN [988]
Cornell College 2016-17 Academic Catalogue 234
Foreign Language Abroad Program
The Department of Classical and Modern Languages offers qualified students the
opportunity to participate in certain programs operated by other institutions in countries
where the native language is French, German, Japanese, Russian, or Spanish. The
majority of the courses in approved FLAP programs must be taught in the foreign
language. Prerequisites: a grade point average of 3.0 or higher at the end of the term
preceding the start of the program. Programs range from one month to one year. For
additional information, please contact faculty in the Department of Classical and Modern
Languages. [990]
Cornell-Approved Domestic Off-Campus Programs
Domestic off-campus programs are occasionally added and removed as interest, safety
concerns and financial feasibility change. For latest program information, contact the
Office of International and Off-Campus Studies.
ACM: Newberry Seminar: Research in the Humanities (4)
Students in the Newberry Seminar do advanced independent research in one of the
world's great research libraries. They join ACM and GLCA faculty members in close
reading and discussion centered on a common theme, and then write a major paper on a
topic of their choice, using the Newberry Library's rich collections of primary documents.
The fall seminar runs for a full semester; the spring seminars are month-long. Students
live in Chicago apartments and take advantage of the city's rich resources. The Newberry
seminar is for students looking for an academic challenge, a chance to do independent
work, and possibly considering graduate school. Early September-early December.
Prerequisite: junior standing. MARTIN [962]
ACM: Chicago Program - Arts, Entrepreneurship & Urban Studies (4)
The ACM Chicago Program engages students academically, professionally, and
personally with this dynamic city. The primary areas of emphasis in the program are
Arts, Entrepreneurship, and Urban Studiesstudents have the opportunity to explore
one of these topics in depth, or participate in classwork and projects across these
disciplines. The program offers an innovative mix of academic work, including an
internship, independent study project, common core course about the city of Chicago,
and a variety of seminars focused on the arts and creativity, innovation and
entrepreneurship, and urban studies and social justice. Students are able to explore the
vital issues facing cities and the people who live and work in them, while digging deeper
to relate these issues to their personal lives, education, and career aspirations. Early
September to mid-December (fall semester); late January to mid-May (fall semester).
HOOBLER (Arts); FAROOQI (Entrepreneurship); BARNES-BRUS (Urban Studies)
[967]
ACM: Oak Ridge Science Semester (4)
The Oak Ridge Science Semester is designed to enable qualified undergraduates to study
and conduct research in a prestigious and challenging scientific environment. As
members of a research team working at the frontiers of knowledge, participants engage
in long-range investigations using the facilities of the Oak Ridge National Laboratory
(ORNL) near Knoxville, Tennessee. The majority of a student's time is spent in research
Cornell College 2016-17 Academic Catalogue 235
with an advisor specializing in biology, engineering, mathematics, or the physical or
social sciences. Students also participate in an interdisciplinary seminar designed to
broaden their exposure to developments in their major field and related disciplines. In
addition, each student chooses an elective from a variety of advanced courses. The
academic program is enriched in informal ways by guest speakers, departmental
colloquia, and the special interests and expertise of the ORNL staff. Administered by
Denison University, the Oak Ridge Science Semester is recognized by both ACM and
GLCA. August to December. Prerequisites: a major in one of the natural or social
sciences or in mathematics, and junior standing. TEAGUE [963]
ACM: Urban Education: Student Teaching in Chicago (4)
The ACM Urban Education Program has had a long tradition of engagement with
Chicago schools and the city’s education community. ACM student teachers in Chicago
are among the best-equipped new professionals entering the field of education, and they
join an extensive network of ACM alumni in the city’s schools and education-related
organizations. Student teachers are placed in Chicago school classrooms with carefully-
selected mentors and supervisors, where they fulfill all requirements for the final
practicum stage of their teacher certification program. Each student conducts an inquiry
to his/her own development as a teacher and completes all the requirements for a
compelling Professional Portfolio. Student teachers participate in all activities at their
placement schools, including faculty and parent meetings, in-service workshops, and
school-related community meetings. Prerequisites: permission of the Chair of the
Cornell Education Department and a grade point average of 2.7 or higher. Fall or Spring.
POSTLER [966]
Audubon Center of the North Woods: Wolf and Lynx Ecology Experiences in
Northern Minnesota (1)
Preparation for and participation in on-going research projects in northeastern
Minnesota on the ecology of wolves and lynx. Emphasis is placed on the winter ecology
and conservation of these endangered species. January. Prerequisites: BIO 141 and 142.
McCOLLUM [ANW 901]
Capital Experience (1-4)
This small, highly-flexible Washington Internship Institute program offers a well-
integrated combination of internship and study with students from around the world.
Each internship is designed around the interest of an individual student and much of the
academic work is based on issues of individual interest. Students are strongly
encouraged to enrich their experience from the cultural and historical treasury of the
area. Student housing and other student services are available. Two 15-week semesters
and a 10-week summer session are regularly scheduled but other lengths may be
arranged. Short-term academic seminars are also periodically available. See the
program's web site at http://wiidc.org for detailed information. SUTHERLAND [IEL
982]
Washington Center (1-4)
A full range of interests and majors are served by this large, well-established program,
including internships in art and museum studies, business administration, journalism
and communications, international trade and strategic policy, laboratory research in the
physical and biological sciences, social and community services, legal study and practice,
Cornell College 2016-17 Academic Catalogue 236
as well as politics and public policy. Specially funded internships are available with non-
profit, public service organizations, including many with an environmental focus, but
scholarships support many other internships as well. An internship fills four-and-one-
half days of the week and placement is arranged in consultation with each student. Also
included are an academic course, occasional lectures on politics and public policy,
student housing, and other student services. Opportunities include two 15-week
semesters, an 11-week quarter, a 10-week summer session, and short-term academic
seminars of varying length. See the program's web site at: http://twc.edu for detailed
information. SUTHERLAND [WSH 981]
Cornell College 2016-17 Academic Catalogue 237
Additional College Information
College Personnel
President: Jonathan Brand*
Executive Assistant to the President/ Secretary to the Board of Trustees: RuthAnn Scheer
Vice President for Student Affairs: John Harp
Vice President for Enrollment and Dean of Admission: Colleen Murphy
Vice President and Treasurer: Kay Langseth
Vice President for Alumni and College Advancement: Pam Gerard
Vice President for Academic Affairs and Dean of the College: Joe Dieker*
Associate Dean of the College: Ben Greenstein*
Assistant Dean of the College: Anissa Wolfe
Registrar: Becki Elkins
Assistant Registrar: Megan Hicks
College Librarian: Paul Waelchli*
Technical Services Librarian: Gregory Cotton*
Consulting Librarian for the Performing Arts, Humanities, & Education: Jennifer Rouse*
Consulting Librarian for the Social Sciences: Meghan Yamanishi*
Consulting Librarian for the Natural Sciences and Technology: Amy Gullen*
*Also members of the Faculty
Cornell College 2016-17 Academic Catalogue 238
Members of the Faculty
Craig W. Allin (1972)
Professor of Politics. B.A., Grinnell College; M.A., Ph.D., Princeton University.
Suzette L. Astley (1982)
Professor of Psychology. B.S., The University of Iowa; M.S., Ph.D., Kansas State University.
Tori Barnes-Brus (2007)
Associate Professor of Sociology. B.A., Cornell College; M.A., Ph.D., University of Kansas at
Lawrence.
Devan Baty (2007)
Associate Professor of French. B.A., M.A., The University of Iowa; Ph.D., University of
Wisconsin.
Stephen P. Bean (2001)
Associate Professor of Mathematics. B.S., M.A., Bowling Green State University; Ph.D., The
University of Iowa.
Kara M. Beauchamp (2001)
Professor of Physics and Engineering. B.A., Carleton College; Ph.D., University of Minnesota.
Susannah Biondo-Gemmell (2010)
Assistant Professor of Art. B.F.A, School of Art at Washington University; M.F.A, New York
State College of Ceramics at Alfred University.
Kerry Bostwick (1998)
Professor of Education. B.A., The University of Iowa; M.Ed., National-Louis University; Ph.D.,
The Union Institute.
Jonathan Brand (2011)
President of the College, Lecturer of Politics. B.A., University of Wisconsin; M.A., University of
Michigan; J.D., Cornell Law School.
Huan Cai (2015)
Professor of Finance. B.A., Tsinghua University; Ph.D., University of Utah.
Ann Cannon (1993)
Professor of Statistics. B.A., Grinnell College; M.S., Ph.D., Iowa State University.
Jeffrey Cardon (1982)
Sherman and Vera Shaffer Professor of Biology and Chemistry. B.S., University of Utah; Ph.D.,
University of California at Los Angeles.
Barbara Christie-Pope (1995)
Professor of Biology. A.S., Oscar Rose Junior College; B.S., University of Oklahoma; B.S., Ph.D.,
University of Southern Alabama.
Cornell College 2016-17 Academic Catalogue 239
Martha A. Condon (1996)
Professor of Biology. B.S., University of Michigan; Ph.D., University of Texas.
Gregory Cotton (1988)
Systems Librarian and Consulting Librarian for the Visual Arts with the rank of Professor. B.S.,
Northern State College; M.A.L.S., The University of Iowa.
Erin Calhoun Davis (2005)
Associate Professor of Sociology. B.A., New College; M.A., Ph.D., University of Virginia.
Tony deLaubenfels (1983)
Professor of Computer Science and Mathematics. B.A., Simpson College; M.S., The University of
Iowa; M.S., The University of Iowa.
Rhawn Denniston (2000)
Professor of Geology. B.A., Hamilton College; M.S., University of New Mexico; Ph.D., The
University of Iowa.
Steven Nelson DeVries (1982)
Professor of Kinesiology. B.A., The University of Iowa; M.A., Mankato State University; Ph.D.,
The University of Iowa.
R. Joseph Dieker (2010)
Vice President for Academic Affairs and Dean of the College, Professor of Music. B.A., Warner
Pacific College; M.M., University of Oregon; D.M.A., Arizona State University.
William Dragon (1987)
Professor of Psychology. B.A., Cleveland State University; M.A., Ph.D., Bowling Green State
University.
Carolyn Zerbe Enns (1987)
Professor of Psychology. B.A., Tabor College; M.A., California State University at Fresno; Ph.D.,
University of California at Santa Barbara.
Rebecca Entel (2007)
Associate Professor of English. B.A., University of Pennsylvania; M.A., Ph.D., University of
Wisconsin at Madison.
A'amer Farooqi (1987)
Professor of Economics and Business. B.A., Denison University; M.A., Ohio State University;
Ph.D., University of Pittsburgh.
Glenn Freeman (2004)
Associate Professor of English. B.A., Goddard College; M.F.A., Vermont College; Ph.D.,
University of Florida.
James H. Freeman (1985)
Professor of Mathematics. B.A., Grinnell College; M.S., Ph.D., University of Notre Dame.
Cornell College 2016-17 Academic Catalogue 240
Alice Ganzel (1999)
Associate Professor of Psychology. B.A., M.A., Ph.D., University of Nebraska-Lincoln.
Robert D. Givens (1979)
Professor of History. B.A., M.A., Ph.D., University of California at Berkeley.
Paul Gray (1969)
Professor of Philosophy. B.A., Youngstown State University; Ph.D., Ohio State University.
Melinda Green (2007)
Professor of Psychology. B.A., The University of Iowa; M.S., Ph.D., Iowa State University; Ringer
Distinguished Professorship.
Benjamin Greenstein (1997)
Professor of Geology. B.A., University of Rochester; M.S., Ph.D., University of Cincinnati.
John C. Gruber-Miller (1987)
Professor of Classics. B.A., Xavier University; M.A., Ph.D., Ohio State University.
Amy Gullen (2014)
Consulting Librarian for the Natural Sciences and Technology with the rank of assistant
professor. B.A., Ohio Wesleyan University; M.S. in Library and Information Science, University
of Illinois at Urbana-Champaign.
Justus Hallam (2016)
Assistant Professor of Kinesiology. B.S., Ph.D., Iowa State University
Leslie Hankins (1992)
Professor of English. B.A., Duke University; M.A., Ph.D., University of North Carolina.
Hans Hassell (2012)
Assistant Professor of Politics. B.A., Pomona College; M.A., Ph.D., University of California at
San Diego.
Lisa Hearne (1998)
Professor of Music. B.M., Eastern Illinois University; M.M., Arizona State University; D.M.A.,
The University of Iowa.
Martin Hearne (1992)
Professor of Music. B.M.Ed., Northeast Louisiana State University; M.M.Ed., Ph.D., Louisiana
State University.
Jill A. Heinrich (2003)
Associate Professor of Education. B.A., Northern Illinois University; M.S., Illinois State
University; Ph.D., The University of Iowa.
Cornell College 2016-17 Academic Catalogue 241
Santhi Hejeebu (2004)
Associate Professor of Economics and Business. B.A., University of Maryland Baltimore County;
M.A., Ph.D., The University of Iowa.
Michelle Herder (2009)
Associate Professor of History. B.A., Carleton College; M.Phil, Ph.D., Yale University.
Ellen Hoobler (2012)
Assistant Professor of Art History. B.A., Wellesley College; M.A., M.Phil., Ph.D., Columbia
University.
Lynne Ikach (1992)
Professor of Russian. B.A., Grand Valley State University; M.A., Ph.D., University of Illinois.
Meg Jacobs (2013)
Assistant Professor of Education. B.A., M.A., Ph.D., The University of Iowa.
Brian Johns (2015)
Assistant Professor of Engineering. B.S., M.S., Ph.D., The University of Iowa.
Christina Johnson (2016)
Assistant Professor of Kinesiology. B.A. B.S., M.A., Ph.D., The University of Iowa
Kate Kauper (2010)
Assistant Professor of Education. B.A., M.A., The University of Colorado; Ph.D., The University
of Iowa.
Todd Knoop (1998)
David Joyce Professor of Economics and Business. B.A., M.A., Miami University; Ph.D., Purdue
University.
Charles Liberko (1997)
Professor of Chemistry. B.A., College of St. Thomas; Ph.D., University of Minnesota.
Lyle R Lichty (1989)
Professor of Physics and Engineering. B.A., Oberlin College; Ph.D., Iowa State University.
M. Philip Lucas (1984)
Edgar Truman Brackett. Jr. Professor of History. B.A., University of Virginia; M.A., Ph.D.,
Cornell University.
James L. Martin (1981)
Professor of Music. B.Mus., Butler University; M.Mus., University of Illinois; D.Mus.,
Northwestern University.
S. Andy McCollum (1998)
Professor of Biology. B.S., North Carolina State University; Ph.D., Duke University.
Cornell College 2016-17 Academic Catalogue 242
Kristin Meyer (2014)
Assistant Professor of Kinesiology. B.A., Cornell College; D.P.T., University of Minnesota.
Genevieve Migely (2006)
Associate Professor of Philosophy. B.A., Northwestern University, M.A., Ph.D., Claremont
Graduate University.
Tammy Mildenstein (2014)
Assistant Professor of Biology. B.S., Iowa State University; M.S., Ph.D., University of Montana.
Aaron Miller (2015)
Assistant Professor of Business. B.A., Creighton University; M.A., Ph.D., The University of Iowa.
Michael Mosier (2014)
Assistant Professor of Spanish. B.A., University of Wisconsin; M.A., Ph.D., Indiana University.
Michelle Mouton (2000)
Professor of English. B.A., Tulane University; M.A., Ph.D., University of North Carolina.
Steven Neese (2016)
Assistant Professor of Psychology. A.D., B.A., The University of Wisconsin. M.S., New Mexico
Highlands University. Ph.D. Southern Illinois University, Carbondale.
Brian Nowak-Thompson (2008)
Associate Professor of Biology and Chemistry. B.S., Northland College; M.S. and Ph.D., Oregon
State University.
Marcela Ochoa-Shivapour (1999)
Professor of Spanish. Profesora de Estado en Castellano, Universidad Metropolitana de Ciencias
de la Educación; M.A., Ph.D., The University of Iowa.
Scott Olinger (2000)
Professor of Theatre. B.A., University of Northern Iowa; M.F.A., Penn State University.
Mary B. Olson (1990)
Professor of Sociology. B.A., University of Wisconsin at Oshkosh; M.S., Ph.D., University of
Wisconsin.
Christina Morris Penn-Goetsch (1999)
Professor of Art History. B.A., University of Virginia; M.A., Ph.D., The University of Iowa.
Aaron Perrine (2014)
Assistant Professor of Music. B.A., University of Minnesota-Morris; M.Ed., University of
Minnesota-Minneapolis; Ph.D., The University of Iowa.
Anthony Plaut (1992)
Professor of Art. B.S.S., Cornell College; M.F.A., University of Chicago.
Cornell College 2016-17 Academic Catalogue 243
Caroline Price (2016)
Assistant Professor of Theatre. B. A., Keene State College. M.F.A., Wayne State University
Misha Quill (2015)
Assistant Professor of Anthropology. B.A., College of St. Catherine, M.A., Ph.D., The University
of Iowa.
Shannon L. Reed (2003)
Associate Professor of English. B.A., Earlham College; M.A., California State University; Ph.D.,
University of Alabama.
Jennifer Rouse (2007)
Consulting Librarian for the Humanities, Education, and Performing Arts with rank of associate
professor. B.A., Iowa State University; M.A., Iowa State University; M.F.A.; American
University, M.L.S., The University of Iowa.
Steven D. Sacks (2006)
Associate Professor of Religion. B.A., Grinnell College, M.A., Ph.D., University of Chicago
Divinity School.
Alyssa Selmer (2016)
Assistant Professor of Spanish. B.A., Lawrence University; M.A., Ph.D., University of
Minnesota.
Jai Shanata (2014)
Assistant Professor of Chemistry. B.A., Cornell College; Ph.D., California Institute of
Technology.
Jerome J. Savitsky (1989)
Professor of Economics and Business. B.A., Mercer University; M.A., Ph.D., Virginia Polytechnic
Institute and State University.
Derin Sherman (2000)
Professor of Physics and Engineering. B.S., Ph.D., Massachusetts Institute of Technology.
Tyler Skorczewski (2014)
Assistant Professor of Mathematics and Statistics. B.S., University of Wisconsin; Ph.D.,
University of California at Davis.
Ross Sowell (2011)
Assistant Professor of Computer Science. B.S., The University of the South; Ph.D., Washington
University.
Kirilka S. Stavreva (2001)
Professor of English. Specialist Degree, English Literature, Sofia University, Bulgaria; Ph.D.,
The University of Iowa.
Cornell College 2016-17 Academic Catalogue 244
Catherine Stewart (1999)
Professor of History. B.A., Lawrence University; M.A., Ph.D., State University of New York at
Stony Brook; Richard and Norma Small Distinguished Professorship.
Jama L. Stilwell (2001)
Professor of Music. B.M., The University of Iowa; M.M., Northwestern University; Ph.D., The
University of Iowa.
Cynthia Strong (1989)
William Deskin Professor of Chemistry. B.A., Whitman College; Ph.D., California Institute of
Technology.
Robert W. Sutherland, Jr. (1968)
Professor of Politics. B.A., University of Texas; M.A., Ph.D., Duke University.
Leon Tabak (1989)
Professor of Computer Science. B.S., Massachusetts Institute of Technology; M.S., Boston
University; Ph.D., Worcester Polytechnic Institute.
Craig M. Teague (2003)
Associate Professor of Chemistry. B.S., Southwest Missouri State University; Ph.D., University
of Illinois at Urbana-Champaign.
Craig Tepper (1989)
Professor of Biology. B.A., University of California at Santa Barbara; M.S., San Diego State
University; M.A., Indiana University; Ph.D., Utah State University.
Aparna Thomas (2004)
Associate Professor of Politics and Gender, Sexuality, and Women's Studies. B.A., Hope College;
M.A., Ph.D., Western Michigan University.
Philip Venticinque (2009)
Assistant Professor of Classics. B.A., M.A., Ph.D., University of Chicago.
Paul Waelchli (2011)
Director of the Russell D. Cole Library and College Librarian with the rank of Assistant
Professor. B.A., University of Minnesota-Duluth; M.A.T., Clarke College; M.L.I.S., University of
Wisconsin-Milwaukee.
Emily Walsh (2005)
Associate Professor of Geology. B.A., Middlebury College; Ph.D., University of California, Santa
Barbara.
Janeve West (2012)
Associate Professor of Theatre. B.A., Southwestern College; M.F.A, Texas Tech University.
Ellen Whale (1978)
Professor of Physical Education. B.S., Illinois State University; M.S., Eastern Illinois University.
Cornell College 2016-17 Academic Catalogue 245
James White (1987)
Professor of Philosophy. B.A., Ph.D., University of Virginia.
Rebecca Wines (2010)
Assistant Professor of French. B.A., Whitman College; M.A., Ph.D., University of Michigan.
David Yamanishi (2007)
Associate Professor of Politics. B.A., Michigan State University (James Madison College); M.A.,
C.Phil., Ph.D., University of California at Los Angeles.
Meghan Yamanishi (2013)
Consulting Librarian for Social Sciences with the rank of Instructor. B.A., Michigan State
University; J.D., University of California, Los Angeles School of Law.
Cornell College 2016-17 Academic Catalogue 246
Emeriti Faculty
Addison Ault (1962-2012)
Professor of Chemistry Emeritus
Christopher Dean Carlson (1980-2007)
Professor of Sociology Emeritus
Charles R. Connell (1968-2012)
Edwin R. and Mary E. Mason Professor of Languages and
Professor of German Emeritus
Diane Crowder (1977-2012)
Professor of French and Women’s Studies Emerita
Cecil F. Dam (1958-84)
Barton S. Pauley Distinguished Emeritus Professor of Physics
William A. Deskin (1956-89)
Professor of Chemistry Emeritus
Sally Farrington-Clute (1973-2014)
Professor of Spanish Emerita
Leslie H. Garner, Jr. (1994-2010)
President of the College Emeritus
Paul L. Garvin (1969-2005)
Professor of Geology Emeritus
Harlan D. Graber (1962-2000)
William F. Johnson Professor of Physics Emeritus
Douglas Hanson (1971-2012)
Professor of Art Emeritus
Vivian Heywood (1963-88)
Professor of Art Emerita
Edward T. Hill (1969-2000)
Watson M. Davis Professor of Mathematics Emeritus
Gene Hinman (1956-58; 1960-95)
William Harmon Norton Professor of Geology Emeritus
Richard L. Jacob (1968-2001)
Professor of Physics and Computer Science Emeritus
Truman H. Jordan (1966-2002)
Professor of Chemistry Emeritus
Carol Lacy-Salazar (1984-2015)
Professor of Spanish Emerita
Marcella Lee (1968-91)
Professor of Music Emerita
Hugh Lifson (1963-99)
Professor of Art Emeritus
David W. Loebsack (1982-2006)
Professor of Politics Emeritus
S. Gayle Luck (1988-2013)
Professor of Education Emerita
Richard A. Martin (1970-2006)
Professor of English Emeritus
Charles J. Milhauser (1964-93)
Registrar and Professor of Classics Emeritus
Joseph Molleur (2001-2016)
Professor of Religion Emeritus
Alfrieta Monagan (2000-2015)
Professor of Anthropology Emerita
Dennis Damon Moore (1987-2005)
Dean of the College Emeritus
T. Hardie Park (1963-91)
Professor of Economics and Business Emeritus
Richard Peters (1988-2004)
Professor of Education Emeritus
Richard Peterson (1970-2007)
Professor of Sociology Emeritus
Thomas Shaw (1982-99)
College Librarian with the rank of Professor Emeritus
Richard H. Thomas (1967-96)
Chaplain of the College and Professor of History Emeritus
Gordon A. Urquhart (1984-2004)
Professor of Economics and Business Emeritus
Charlotte A. Vaughan (1972-90)
Professor of Sociology Emerita
Cornell College 2016-17 Academic Catalogue 247
Index
Absences, 30
Academic Advisor, 33
Academic Honesty, 30
Academic Leave of Absence, 230
Academic Review, 52
Accreditation, 9
Adding and Dropping Courses, 37
Adjunct Courses, 35
Advanced Placement, 46
Affirmative Action, 11
American Politics and Public Policy, 180
Anthropology (ANT), 198
Archaeology (ARC), 61
Architecture Pre-professional program, 24
Art and Art History (ART), 69
Assessment, 44
Associated Colleges of the Midwest (ACM), 9
Auditing Courses, 36
B.A. requirements (pre 2012), 16
Bachelor of Arts, 16
Bachelor of Music, 18
Bachelor of Special Studies, 19
BIO Topics Courses, 209
Biochemistry and Molecular Biology (BMB), 74
Chemistry (CHE), 77
Civic Engagement Minor (CIV), 79
Class Rank, 44
Classical and Modern Languages, 79
Classical Studies (CLS), 98
Classics (CLA), 80
Computer Science (CSC), 98
Concentrations, 44
Confidentiality of Student Records, 32
Continuing Education, 39
Course Catalogue Format, 59
Declaration of Degree. See Degree Programs
Dentistry Deferred Admit Program, 23
Disabilities, 32
ECB Topics Courses, 212, 220
Economics and Business (ECB), 102
Education (EDU), 109
Education Pre-professional program, 25
Educational Objectives, 8
ENG Topics Courses, 212
Engineering Pre-professional advising, 25
English and Creative Writing (ENG), 117
English as a Second Language (ESL), 97
Environmental Studies (ENV), 125
Ethnic Studies (EST), 128
Examination Credit, 46
Exchange Programs, 231
Exemption, 46
Forestry and Environmental Management Combined
Program, 22
French (FRE), 84
Gender, Sexuality, and Women's Studies (GSS), 129
General Requirements, 15,
Geology (GEO), 132
German Studies (GER), 88
Grades, 48
Graduation, 50
Graduation Rate, 52
Greek (GRE), 83
Group Projects, 224
History (HIS), 136
Honors, 51
Human Services Pre-professional advising, 28
Independent Study Courses, 223
Individual Projects, 224
Individualized majors, 43
Interdepartmental Courses (INT), 142
Interdisciplinary majors, 42
International Relations (IRE), 144
Internships, 223
Japanese (JPN), 91
Kinesiology (KIN), 145
Language and Linguistics (LAL), 97
Latin (LAT), 83
Latin American Studies (LAS), 150
Law Pre-professional advising, 26
Leave of Absence, 57
Major and Minor Declaration, 42
Mathematics (MAT), 152
Mathematics and Statistics, 152
Medical Technology Combined Program, 23
Medicine Pre-professional advising, 27
Medieval and Early Modern Studies (MEM), 156
Minors, 44
Mission Statement, 7
Modern Languages, 84, 97
Multiple Course Credits per Block, 37
MUS Topics Courses, 219
Music (MUS), 157
Music Education Major, 19
Music Education Major (MUE), 19
Music Performance Major, 19
National Honor Societies, 9
Nondiscriminatory Policy, 11
Off-Campus Courses, 226
Off-Campus Programs, 226
Off-Campus Programs (Domestic), 233
Off-Campus Programs (International), 231
Off-Campus Study, 228
One Course At A Time (OCAAT), 10
Participating in Commencement as a Non-Graduate,
51
Philosophy (PHI), 166
Physics (PHY), 169
POL Topics Courses, 220
Political Thought, 176
Politics (POL), 174
Preparation for a Career in a Professional Field, 24
Cornell College 2016-17 Academic Catalogue 248
Professional Programs, 22
PSY Topics Courses, 221
Psychology (PSY), 180
Readmission, 58
Reduced Programs, 39
Registration, 34
REL Topics Courses, 221
Religion (REL), 188
Repeating Courses, 36
Russian (RUS), 91
Russian Studies (RSS), 191
Satisfactory Academic Progress, 40
Social Work Pre-professional advising, 28
Sociology (SOC), 192
Sociology and Anthropology (SAN), 202
Sociology/Anthropology, 192
Spanish (SPA), 93, 97
Statistics (STA), 155
Student Classification
Class level, 44
Student Status, 11
Summer Study, 225
The Dean's List, 50
THE Topics Courses, 222
Theatre (THE), 202
Theology/Ordained Ministry Pre-professional
advising, 28
Topics Courses, 208
Transcripts, 52
Transfer credit, 45
Verification of Enrollment, 52
Veterans Administration Benefits, 42
Withdrawal, 57